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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA.^' 



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INDIANA SCHOOLS 



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EDITED BY 

JAS. H. SMART, A. M. 

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 



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Published for the Committee 

BY 

WILSON, HINKLE & CO. 

CINCINNATI 



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(Committee 

JAMES H. SMART 
ALEXANDER M. GOW 
GEORGE P. BROWN 
WILLIAM A. BELL 



ELECTROTYPED AT 

FRANKLIN TYPE FOUNDRY 

CINCINNATI 



ECLECTIC PRESS 

WILSON, HINKLE A CO. 

CINCINNATI 



NOTE, 



AT a meeting of the State Board of Education, held 
at Indianapolis, April 27, 1875, a committee, con- 
sisting of J AS. H. Smart, Alex. M. Gow, Geo. P. 
Brown, and Wm. A. Bell, was appointed to prepare 
and supervise an exhibit of the educational products 
of the State at the International Exposition at Phila- 
delphia in 1876. At a meeting of the committee held 
in July, 1875, it was resolved to publish a history of 
educational effort in the State, and Jas. H. Smart was 
directed to solicit contributions therefor, and to arrange 
the same for the press. 



(iii) 



TABLE OF CONTENTS. 



CHAPTER I. 

PAGE. 

EARLY SCHOOL DAYS 9 

By Barnabas C. Hoebs, LL. D. 



CHAPTER 11. 

SCHOOL LEGISLATION ... ... 31 

By John M. Olcott, A.M. 

CHAPTER ni. 

OUR EMINENT EDUCATORS 53 

By Daniel Hough. 

CHAPTER IV. 

TEACHERS' ASSOCIATIONS, NORMAL SCHOOLS, LI- 
BRARIES, ETC 117 

By George W. Hoss, LL. D. 

CHAPTER V. 

COLLEGES AND COLLEGE WORK 133 

By William A. Bell, A. M. 

(V) 



vi TABLE OF CONTENTS. 



CHAPTER VI. 

PAGE 

REFORMATORY AND BENEVOLENT INSTITUTIONS 165 

By Otis A. Burgess, A. M. 



CHAPTER Vn. 

WOMEN IN THE SCHOOLS 179 

Bv George P. Brown. 

CHAPTER Vni. 

THE IDEA OF A NORMAL SCHOOL . . . .187 

By William A. Jones, A. M. 

CHAPTER IX. 

THE PRESENT SYSTEM, (with Statistical Tat.les) . 197 
By the Editor. 

INDEX 227 



EARLY SCHOOL DAYS 



BARNABAS C. HOBBS, LL.D. 



(7) 



EARLY SCHOOL DAYS. 



INTRODUCTION. — Being one year older than my native 
State, I have witnessed its rapid transition from a 
wilderness, mainly inhabited by savages, to a rank in 
civilization and intelligence surpassed by but few of 
her sister states. 

While Indiana is the twenty-fourth State in area, 
she is first in her invested school fund, which amounts 
to $8,'/gg,igi ; the fifth in population and in the num- 
ber of her schools ; the sixth in churches ; the seventh 
in wealth ; and the twenty-second in bonded indebted- 
ness. These items may be taken as the best index of 
the character of her people. 

I have seen the old-fashioned teacher behind his desk 
in true " Ichabod " style, just as he came across the 
ocean, who taught reading, writing, and ciphering as 
the full common school curriculum. 

I have witnessed the neighborhood sensations when 
English grammar, geography, history, and philosophy, 
were introduced. I have watched the progress of edu- 
cation year by year, as broader and fuller culture, 
better "methods of instruction," and greater "pro- 
fessional abiHty" have been demanded, and have seen 
many teachers disappear from the professional ranks 

(9) 



10 SCHOOLS OF INDIANA. 

who could not, or would not, keep up with the age. 
Our work has been mainly one of self-development. 
Whilst we have profited much by the example of other 
states, our people have acquired strength, wealth, and 
intelligence by incentives and means which they them- 
selves have originated. Our soil, heavy forests, and 
rich mineral resources, have conspired to draw hither 
an enterprising and intelligent population : a grand fu- 
ture awaits us. 

The Pioneer School Buildings. — Pleasing reminis- 
cences come before me when I think of the pioneer 
school-houses. They were made of hewed logs, and 
had puncheon floors and capacious chimneys and fire- 
places. They had also seats without backs, and two 
long pins above the teacher's desk, on which his whips 
were laid. 

The State then had no school revenue to distribute, 
and its school laws were mainly a method for selling 
school lands, for house building, choosing teachers, 
etc. Each voter was made a builder. By common 
consent the voters divided themselves into choppers, 
hewers, carpenters, masons, etc. If any could not re- 
port for duty, they might pay an equivalent for work 
in nails, glass, boards, or other material which could 
be used in building. If they neither worked nor paid 
an equivalent, they could be fined 37^ cents per day. 

When completed, the building was inspected by the 
Township Trustees. If unsatisfactory, the workmen 
were again summoned and the work completed as 
desired, when a school could be taught in it by au- 
thority of the State. 

The following quotations from the school law of 
1824 will give a comprehensive outline of the educa- 



EARL V SCHOOL DA YS. 1 1 

tional work of that day, and will show the privations 
and disadvantages met with in inaugurating our present 
system of public schools, which has been so abundantly 
crowned with success. 

School Law of 1824 for Building, etc. — Sec. 6. 
Each "able-bodied male person of the age of twenty- 
one or upwards, being a freeholder or householder re- 
siding in the school district, shall be liable equally to 
work one day in each week until such building may be 
completed, or pay the sum of thirty-seven and one-half 
cents for every day he may so fail to work * * * H< 
and provided, moreover, that the said Xrustees shall 
always be bound to receive at cash price, in lieu of any 
such labor or money as aforesaid, any plank, nails, 
glass, or other materials which may be needed about 
said building." 

Sec. 7. "That in all cases such school-house shall be 
eight feet between the floors, and at least one foot from 
the surface of the ground to the first floor, and finished 
in a manner calculated to render comfortable the teacher 
and pupils, with a suitable number of seats, tables, 
lights, and every thing necessary for the convenience 
of such school, xvJiicJi shall be forever open for the educa- 
tion of all children within the district witJiout distinction.'' 

Section ten provided that, when finished, the house 
should be examined by Trustees, numbered, and named, 
and that subsequent needful repairs should be made. 

How Schools were Organized. — As soon as the 
house was in readiness, the inhabitants were called 
together by the Trustees, at such school-house, to de- 
termine whether they would have any tax raised either 
by money or produce, to support a school, and what 
time the school should continue. If any part of the 



12 SCHOOLS OF INDIANA. 

tax was to be in money, the proportion was determined, 
and a report was made to the Township Trustees, who 
kept the record of their proceedings, attended to col- 
lections, and, if needful, brought suit against delin- 
quents. 

The above duties having been performed, the District 
Trustees selected a teacher, and they, being required by 
law to employ him on "the most advantageous terms," 
entered in the contract, or "Article of Agreement," 
what produce would be paid him and where it should 
be delivered, and what part of the payment should be 
made in money; said "Article" also stated whether he 
would "board round " among the employers or not. A 
copy of said contract was required to go upon the record 
of the Township Trustees. 

The Trustees were required to examine teachers be- 
fore they could enter upon duty "touching their quali- 
fications, and particularly as respects their knowledge of 
the English language, writing, and arithmetic." They 
were required also to certify whether, in their opinion, 
the applicants would be useful persons to be employed 
as teachers in said schools. 

In 1837 ^ very important revision of the school law 
was made. The new law required that three County 
Examiners should be chosen to relieve the Township 
Trustees of the onerous and important duty of examin- 
ing teachers. This was a new era in our educational 
system. The State had been wise and sagacious 
enough that year to appropriate to the school funds 
the ;^86o,254 apportioned to Indiana in the national dis- 
tribution of the public revenue. The public schools 
now became an object of much interest to the State, 
and teachers entered upon their work with county in- 



EARL Y SCHO OL DA YS. 1 3 

stead of township honors. I shall not forget my first 
experience under the new system. The only question 
asked me at my first examination was, "What is the 
product of 25 cents by 25 cents?" We had then no 
Teachers' Institutes, Normal Schools, nor "best meth- 
ods" by which nice matters were determined and pre- 
cise definitions given. We were not as exact then as 
people are now. We had only Pike's Arithmetic, 
which gave the " sums " and the rules. These were con- 
sidered enough at that day. How could I tell the prod- 
uct of 25 cents by 25 cents, when such a problem could 
not be found in the book ? The examiner thought it 
was 6^ cents, but was not sure. I thought just as he 
did, but this looked too small to both of us. We dis- 
cussed its merits for an hour or more, when he decided 
that he was sure I was qualified to teach school, and a 
first-class certificate was given me. How others fared, I 
can not tell. I only know that teachers rarely taught 
twice at the same place. Occasionally we had a man of 
merit, who continued several successive terms. Success- 
ful teachers were almost sure to become doctors or law- 
yers, or else to engage in some more lucrative employ- 
ment. 

Whence came They? — The pioneer teachers were 
generally adventurers from the East, or from England, 
Scotland, or Ireland, who sought temporary employ- 
ment during winter while waiting for an ' ' opening for 
business." Some of these were first-class men, and left 
a lasting good impression. One I remember well. His 
name was Albert Banks, and he came from Massachu- 
setts. From him I learned my first lessons in English 
grammar. His career was short. The next summer, 
moving to a malarious district, he died of fever, la- 



14 SCHOOLS OF INDIANA. 



mented by all who knew him. His widow is now the 
estimable wife of Walter Benton, of Brownstown, in 
Jackson County. 

Another class were men unsuccessful in trade, or who 
were lame or otherwise disabled. I once went to school 
to a retired liquor seller, who was very corpulent, and 
sedentary in his habits. He was extraordinarily faithful 
in beginning early and "keeping" late. School com- 
menced at seven in summer, and seven and a half in 
winter. Recesses, morning and afternoon, were five 
minutes long, and we had one hour at noon. We were 
fully ten hours in school in summer. How scarcely en- 
durable was that confinement ! We had to sit on back- 
less benches all those long days, and we wished — anx- 
iously wished, recess or noon or night would come. 
Hours seemed like ages. May no generation ever be so 
punished again. But there was some silver lining to 
that cloud in my early school days. It is unreasonable 
to suppose that two hundred and fifty pounds avoirdu- 
pois could sit in one corner of any house all day without 
getting sleepy. Peace to his memory. When the naps 
came there was relief to the school. We ever enjoyed 
these genial occasions, and dreaded to see the gentleman 
wake up. I never complained of his needed siestas. 

He was an easy, good-natured teacher. He could 
chew tobacco all day, and he generally kept about 
one yard square on the wall beside him damp. He 
was very accommodating to work my hard "sums" 
in long division and to rub them out dry so that it 
was no trouble to copy them. He made a rule that 
whoever came to school first in the morning, should 
take the head of his class all day. I had succeeded 
a few times in getting to school first, when the contest 



EARLY SCHOOL DAYS. 1 5 

became spirited. I was there one morning in winter 
before five o'clock, with lunch for breakfast, and found 
a tall, young fellow there who had never before shown 
any interest in being first. What could it mean ? 
Soon another like him came ; and then another and 
another, until six or eight were there, whispering and 
acting mysteriously. I could not have been more than 
twelve years old. About sunrise the teacher came. 
The club went out to meet him. It was soon currently 
reported that they were to have a gallon of liquor for 
Christmas. We had an unusually quiet day. I never 
tried to be first any more at that school. The rule 
went down. I think that treat was the last in that 
district. The custom became unpopular there, though 
kept up many years in other places. 

The First Lady Teacher. — A very accomplished 
lady teacher from a bright center in North Carolina, 
taught a summer school in southern Indiana in the 
early day. Many had doubts about her success. It 
was not considered possible for a woman to govern a 
school. She had read much and could talk well. She 
had a happy way of illustrating prose and poetry by 
anecdotes of history and biography, and she could 
tell much about mythology. The lessons of poetry in 
Murray's Introduction and English Reader became in- 
tensely interesting after her stories about Greece and 
Rome, Ajax, Pegasus, and Parnassus. She stirred 
within me a love for classic literature, history, 
and art, which has never abated, and which has led 
me to buy many books that would not otherwise have 
been bought. She lived a few years, imperfectly ap- 
preciated, and went to the upper Kingdom. The ques- 
tion was settled that a lady could teach school as well 



l6 SCHOOLS OF INDIANA. 

as a gentleman. Woman's influence, culture, and 
adaptation to the educational work of the State has 
now become so well appreciated that one-half of the 
teachers of the State are females. Morally, intellect- 
ually, and socially she is shaping the character of the 
present generation, and is giving inspiration to those 
who will soon be intrusted with church and state. 
May our sons grow up, under her genial influence, 
as plants in their youth, and our daughters be pol- 
ished after the similitude of a palace. Woman's hap- 
piness is only made secure where peace, intelligence, 
and virtue dwell. 

We had once in southern Indiana a bachelor Irish- 
man, rather gentlemanly in his personal appearance, 
who was above mediocrity as a teacher. He was very 
strong in his partialities and antipathies. When he 
had a favorite he petted and blarneyed him ; but when 
he took a dislike to girl or boy, doomsday soon came. 
He was terrible when his wrath was kindled. The 
good and the bad in him Avere so well balanced that 
all disliked and dreaded him; he was too good to be 
set aside. He taught penmanship and arithmetic to 
perfection. It was not unusual for some of his schol- 
ars to "go through arithmetic," and to work the frac- 
tions without skipping them. This was the highest 
standard of scholarship in the rural districts of that 
day. 

We had another t:acher from the East, a lame man. 
He taught penmanship well, and this was the center 
and circumference of his circle of sciences. The clear- 
est recollection I have of him now, has reference to 
the difficult times he had in poising fallen chunks on 
the poker in order to toss them back upon the huge 



EARLY SCHOOL DAYS. 1/ 

fire. When he thought he had them well balanced, 
and attempted to send them up, they would whirl to 
one side and fall back, producing great merriment 
among the children, who were intently watching these 
experiments, and who would instinctively laugh at his 
failures. On discovering our indiscretion and impo- 
liteness, it was no unusual thing for him to whip twelve 
or twenty of us in rapid succession until his wrath was 
appeased and his honor vindicated. 

Morality in School. — By the penal laws of 1824, a 
fine of from one to three dollars was imposed for 
"vending or using playing-cards;" for "sporting, riot- 
ing, quarreling, hunting, fishing, or for common labor 
on the Sabbath." Every person of the age of fourteen 
or above, who would "profanely curse or damn, or pro- 
fanely swear by the name of God, Jesus Christ, or the 
Holy Ghost," was fined for each offense from one to 
three dollars, but not more than ten dollars in one day. 
Like fines were also imposed for ' ' playing bullets, for 
puppet shows, wire-dancing and tumbling, for money or 
reward." 

The pioneers were eminently a religious people. 
They were high-toned and patriotic, and had great re- 
gard for law and order. It was not safe for any man to 
swear profanely when in the presence of any authority 
that could impose a fine. Men had to obey for wrath, 
if not for conscience. There was a strong repugnance 
to immorality generally, however much the people 
might have been deficient in general culture or learning. 
They were intensely but sincerely sectarian in their re- 
ligious views, and this feeling would often crop out in 
school. Whatever might have been their religious dif- 
ferences, they agreed well in requiring children, at 

Ind.— 2. 



1 8 SCHOOLS OF INDIANA. 

home and at school, to cultivate good habits and polite 
manners, to avoid profanity and all immoral and vulgar 
language or conduct ; and the teacher was censured if he 
did not punish offenses deservedly ; and if complaint 
was made at home because of such penalties, the result 
was a duplicate by the parents. 

It was the age of brave men, being soon after the war 
of 1812. Though religious they were men of honor, 
and ever held themselves in readiness to vindicate their 
honor by hard knocks when they thought it necessary. 
This principle was strongly inculcated in the minds of 
their children, and it was no unusual thing to have a 
fight at school. It was generally very difficult, on such 
occasions, to find the merits of the fracas for want of 
correct testimony, or to determine exactly which was 
the innocent party. Often both combatants were 
whipped, that the scales of justice might be made to 
balance. 

Their Religion a Good Educator. — Their religious 
teachers far excelled those of the present day in one 
particular. They were eminently successful in training 
their congregations to patient endurance and continued 
attention. The ability of the preacher was largely 
measured by the length of his sermons, which were 
from one to three hours long. They brought their 
ideals from Scotland and England. The modern Amer- 
ican system had not then been introduced. A man's 
reputation would have been jeopardized who would 
have dared to criticize a three-hour sermon. He 
would have been esteemed inferior in judgment, piety, 
and Christian appreciation. Now any body can say 
what he pleases about preachers, and almost any audi- 
ence is sated to repletion in forty or fifty minutes, 



EARL V SCHO OL DA YS. 1 9 

however important the subject or attractive the man- 
ner. 

Their School Government an Absolute Mon- 
archy. — When a school-house was built in the olden 
time, one of its indispensable appendages was two 
wooden pins, as before stated, over the teacher's desk, 
on which the whips could be laid. These were gener- 
ally well-trimmed beech or hazel rods, from two to six 
feet in length. Sometimes the teacher would have 
half a dozen in readiness — some well worn, and others 
kept in reserve. Teachers were expected to govern 
on the home plan. The Christian people of that day 
had great faith in the wisdom of Solomon, who has 
left an aphorism for family government : ' ' He that 
.spareth his rod, hateth his son." 

They believed the rod had a twofold virtue. It was 
not only a terror to evil-doers, but was a specific 
against stupidity and idleness. It was used as freely 
on the boy or girl who failed to recite well, as on him 
who was guilty of a misdemeanor. It so happened 
that some excellent men and women were brought up 
under this regime. Beech and hazel rods had a won- 
derfully stirring effect on both mind and body. The 
moral law favors an appeal to wrath as well as to con- 
science; and I am not sure but "Young America" 
would be a better boy to-day if he had more "bitter 
herbs" in his cup of joy. 

Somehow the rod has become very unpopular in 
school. The old system made it merit a bad name. 
Our "improved methods" now exclude it — the effect, 
no doubt, of too great reaction from its extreme use 
in other days. It properly belongs to the lower story 



20 SCHOOLS OF INDIANA. 

of humanity, but unfortunately that story has the most 
inhabitants. 

Many pioneer teachers prided themselves on their 
masterly ability to govern, and kept ferule or rod con- 
stantly in their hand, as well as a goose-quill pen be- 
hind their ear. I have studied many a lesson in the 
consciousness that a failure was sure to receive a sting- 
ing reward. The fault of the system of that day was 
that conscience was not sufficiently regarded as the 
greatest, highest, and most desirable restraint on the 
one hand, and the surest incentive to duty on the 
other. The rod should come into use only when con- 
science is dormant. 

Loud Schools. — In the pioneer period, loud schools 
were in universal esteem. All our work was noisy; 
but when the hour came for learning the spelling les- 
son, never was so grand a concert. Sound intensified 
the memory, and gave a wonderful inspiration. How 
children like sound! If music is "the harmony of 
discord," we had it. This system was not without its 
merits. Boys and girls were educated to think in the 
midst of such surroundings. A celebrated Scotch 
teacher, Alexander Kinmont, of Cincinnati, as late as 
1837, would conduct a school by no other method. He 
claimed that it is the practical philosophic system, by 
which boys can be trained for business on a steamboat 
wharf or any other place! Silent schools, however, in 
time supplanted the noisy ones, but many were very 
sure the old method was the best. 

Methods of Instruction. — i. PemnansJdp . A good 
penman was held in great esteem, and much time and 
attention were given to writing. It was made a te- 
dious and painful exercise. It was really pen-printing. 



EARL V SCHOOL DA YS. 2 1 

We were compelled to write very slowly and with the 
greatest precision. Any carelessness was sure to be 
followed by the ferule or rod. We were taught the 
bold, round hand. It was considered superior for 
copying and for records. 

2. Spelling. — Spelling in that day was the foundation 
of all learning. A boy or girl was no scholar until he 
or she could spell well. Great interest was taken in 
"getting the spelling lesson." But few branches 
were taught, and spelling could have its full share of 
time and study. The ologies had not then made claim 
to a place in the public school course. Generally, 
classes stood around the room and spelled for head. 
Sometimes the school would take half an afternoon, 
and divide, one side spelling the other down. Often 
one school would send a challenge to another, and 
when thus met it was a time of deepest interest. 
These were never-to-be-forgotten times. No wonder 
the "old folks," last year, revived the spelling schools. 
They awakened precious memories. 

3. Reading. — In the early day in Indiana no child 
was expected to try to read until he could spell well. 
We went through the spelling book two or three times 
before we commenced the lesson "No man may put 
off the Law of God," in Webster's spelling-book. 
We could then read without stammering. Webb's 
Word Method had not been invented. It mattered 
not how meaningless were the words, or how little 
thought was induced by the lesson, spelling must be 
studied for months and often years before reading was 
begun. 

The perfect ideal of that day was loud and fast read- 
ing — the faster the better. We had some splendid 



22 SCHOOLS OF INDIANA. 

readers! One young man, in particular, who had a 
clear, musical voice, and a rapid enunciation, often 
read John Gilpin. His reading was in perfect accord 
with the race. He was just the boy for the poem ; 
and when he read, the school was entranced. How 
much we wished it had been longer, or that he would 
read it again ! 

We often had half as many classes as readers. We 
took for reading books whatever we had at home. For 
many years Murray's Readers were the only school 
series. The New Testament was more generally used 
than any other class-book. People in that day were 
not afraid of the Bible in school. Its exclusion is a 
modern policy. I remember well, on one occasion, we 
had a very large Testament class, and that each might 
be able to read more the class was divided, and both 
divisions recited at the same time in different parts of 
the room. We commenced a race to the end of Rev- 
elations. Never, perhaps, was the New Testament 
read so vigorously. Much as that holy book was thus 
thoughtlessly abused, impressions were made on the 
mind for good that were never forgotten. It is a 
book that whether well or illy used, will sow good 
seed in the heart of the reader. While he may ex- 
pose his weakness, the Book is accomplishing its mis- 
sion uninjured. Such reading was like the preaching 
at Philippi. Paul rejoiced that the gospel was pjracJied, 
"whether in pretense or in truth." The Bible will 
have a good influence wherever it goes, however used 
or abused. It was thus honored and valued by the 
fathers of our State. 

4. AritJinictic. — Arithmetic was regarded as the most 
important, because the most practical science. Every 



EARL V SCHOOL DA YS. 23 

business man desired to be "quick at figures," hence 
its value was high in the estimation of all. Commer- 
cial schools did not exist, and scientific book-keeping 
was not then taught. The "cyphering book" was the 
great preparation for business. Arithmetic was mainly 
taught from it, each pupil making a copy from the 
''Masters.''' The cyphering book was the best evi- 
dence of scholastic success, and whoever could turn 
out the best one was himself best. 

It was common for teachers in the early day to have 
their scholars skip fractions, "since they were rarely 
used in business." Such teachers only took their 
classes to the "Rule of Three." When they got to 
"Practice," fractions had to be studied. There were 
probably good and untold reasons for "skipping" this 
subject. 

The idea generally prevailed that girls had little need 
for arithmetic beyond "Reduction," and their course 
was very brief. When a young man became an expert 
in arithmetic, he was much prized as a teacher. He 
was the neighborhood prodigy. 

5. Grammar. — Murray's Grammar was the standard 
work for this science up to 1830. His course consisted 
of a small book containing the rudiments, a larger 
work, and Exercises in False Syntax. We had to 
commit to memory the coarse print and the rules, and 
stand in the middle of the room to "say it." If we 
failed, a dose of beech stimulant was administered, and 
the lesson given again. Another failure was met by 
another dose, and so we went on and on. The reader 
may think he could not learn by that method. He is 
mistaken. I have tried it, and I ought to know. 
Whether it is the best method or not is another ques- 



24 SCHOOLS OF INDIANA. 

tion. I am willing that other methods should take its 
place. 

Murray, in time, was supplanted by Kirkham. His 
work was written in an easy and familiar style, and 
rapidly popularized the science. In a few years, pub- 
lishers began to make books according to the ' ' best 
methods," and a fierce and persistent book war was 
begun. Each had the best and the latest. It was soon 
found that there was more in the man who pressed the 
book upon the market, than in the book itself; and 
publishers were wise and shrewd enough to select the 
best men for their agents. Our schools became op- 
pressed with a heterogeneous supply ; each family 
claiming the right to use such books as it had, 
though brought from North Carolina, Virginia, or New 
England, teachers were unable to reduce their work 
to any system. Their labor was largely wasted. By 
the general revision of the school laws in 1852, school 
officers were authorized to secure uniformity of text- 
books, and teachers were enabled to classify their 
schools and thus to economize their instruction. 

6. Geography. — I can remember well when Morse's 
Geography came into the State. It was about the year 
1825. It created a great sensation. It was a period 
in school history. Before this, but few had a clear 
idea of the earth's rotundity. Many could not under- 
stand the subject well enough to reason upon it. 
Many were emphatic and persistent in repudiating the 
absurd idea that the world is round, and turns over. 
Debating clubs discussed the subject, and to the oppo- 
sition it was perfectly clear that if the world turned 
over we would all fall off, and the water in the ocean 
would be spilled out. Morse's Geography cleared 



EARLY SCHOOL DAYS. 2$ 

away the fog; and when Comstock's Philosophy, with 
its brief outline of astronomy, was introduced, the 
school-boy could understand the subject well. Morse's 
work being too large and expensive, it was soon sup- 
planted by Woodbridge's, which had a deservedly good 
sale. It was a superior work for the times. Soon the 
book war came on, and each school had a beautiful 
variety. 

Uniformity of Class Books. — In 1857, an effort 
was made to secure a uniformity of class books for the 
State, by the State Board of Education. Selections 
were made and recommended for use in the schools of 
the State. This move carried the subject to the other 
extreme, and required a change too radical to be suc- 
cessful. 

Exercise and Amusements. — "Free Gymnastics" 
was preferred by the pioneer schools. They chose the 
open air for their sports. "Bull pen" was a favorite 
game. They liked to hit each other with the ball, 
so that it could be felt. Good dodging required the 
play of every muscle. Town-ball, base, and cat were 
favorite games. Foot-ball was rarely played in the 
early school days. Marbles was a hot- weather game. 
Wrestling and jumping were the games to test activity 
and strength, and were favorites with those who ex- 
pected to come off best. These sports were healthful 
and very enjoyable. The sturdy pioneers, whose work 
was largely felling trees and clearing land, greatly en- 
joyed tests of activity and strength. 

Mixed Schools. — It will be observed that in 1824, 
the school law required that the schools of the State 
"shall be forever open for the education of all chil- 
dren within the district without distinction." Virginia 

Ind. 3. 



26 SCHOOLS OF INDIANA. 

had ceded the North-west Territory to the United 
States on condition that its citizens should forever en- 
joy the same freedom as those of other States; and 
when Indiana was organized as a Territory, and after- 
wards as a State, this obHgation was expressly recog- 
nized as binding ; hence, the full and impartial language 
of the statute. 

Colored children were found in many public schools 
in common with white children. Comparatively little 
prejudice was manifested towards them until about the 
year 1830, when abolition sentiments created a sensa- 
tion in the nation. They were then generally excluded 
from the free schools of the State. Their rights have 
been again restored by the Fifteenth Amendment to 
the Constitution of the United States, and in 1869 
special legislation was made in their favor. 

My P'irst School. — In the autumn of 1833, ^ Y^^'' 
made memorable by the "meteoric shower" in the 
United States, when I had just reached eighteen years, 
in Bartholomew county, eight miles south of Colum- 
bus, where the most valuable sixteenth section in the 
State is, found, the rents of which support the schools 
ten months in the year, I taught my first school. I 
could not have found a better place in which to begin. 
The whole neighborhood was made of good material, 
socially, financially, and religiously. My school num- 
bered about forty, and twenty-five of them were from 
five families. Many of these, both girls and boys, 
were older than myself. One young lady of twenty 
or more, recited in the spelling-book. The recollection 
of this school calls up many pleasing memories and 
lasting friendships. 

County Seminaries. — The pioneer legislators of 



EARL V SCHOOL DA YS. 2/ 

Indiana conceived an educational system that should 
meet the entire wants of the people. The common 
school was to be its base, and the State University its 
apex. The County Seminary was to fill the space be- 
tween and furnish a preparatory course for the Univer- 
sity. The conception was good in theory, but did not 
succeed well in practice. The failure was caused by a 
general want of successful educators at the head of the 
county seminaries who could draw support and build 
them up. Successful men rarely continued in the busi- 
ness. They found greater profit and honor in medi- 
cine and law, or in trade. In Salem, Washington 
County, there was an exception to this rule. Under 
the instruction and good management of the Hon, 
John I. Morrison, since Treasurer of State, and now 
President of the University Board of Trustees, an 
academy was successfully sustained for nearly two de- 
cades of years. It exerted a wide influence in the 
State, and its good work has since borne fruit in many 
other States. Its students were of both sexes, and its 
success, in this respect, has put to rest, in the minds 
of those who were there educated, doubts of the econ- 
omy or desirability of co-education. Hundreds in 
Indiana can recur with pleasure to the wholesome in- 
fluences and incentives received at this institution, my- 
self among the number. 

What of all This? — Much every way. When I 
look back through the half century of experiences, 
trials, failures and successes, memory becomes crowded 
with incidents that tell of mutation, progress, develop- 
ment. We see a sovereign State rising from infancy 
to manhood. Our fathers looked forward to a grand 
culmination of all the appliances embraced in their 



28 SCHOOLS OF INDIANA. 



wise system. The "log cabin" has passed away, and 
the neat frame or brick building has taken its place. 
The old, rickety and rough bench, without a back, has 
given place to the elegant desk and settee. Instead of 
the untidy school-room, with its puncheon floor and 
miserable furnishings, we now have the tasteful edifice, 
supplied with all the educational appliances that utiHty 
and educational economy can furnish. Old things have 
passed away, and all things have become new. The 
State is rising in strength and power, and will make no 
backward move. Her rich soil, the incalculable wealth 
of her mines, her net-work of railways, her heavy for- 
ests, her central commercial position in the industries 
and exchange of the nation, her industry and prosper- 
ity, all tell what her future must be. May her sons 
and daughters be worthy of their sires. If so much 
has been done in sixty years, what may we expect at 
her hundredth anniversary, — in 1916? 

The time has passed when the teacher should be 
considered a fit subject for the ridicule of the essayist. 
States and nations must see that where the work of 
the common school is well done, there are pleasant 
homes, industry, happiness, and wealth. Contentment 
comes to the laborer when he sees that worthy, intelli- 
gent, God-fearing men and women are molding the 
minds of his children for useful and happy lives. 

Men and nations are as they are taught. As a peo- 
ple elevate and sustain their educators, so will their 
educators be found, in turn, the great instrumentality 
which brings them intelligence, freedom, prosperity, 
and peace, and in the end true honor and glory. 



SCHOOL LEGISLATION 

BY 

JOHN M. OLCOTT, A, M. 



(29) 



SCHOOL LEGISLATION. 



WHEN the successful termination of tlie Revolu- 
tionary War gave to a free people the control 
of a great nation, the fact that the safety and welfare 
of the nation depended on the general intelligence and 
virtue of the people, was so evident that nearly all of 
the several states of the Union began to provide 
means for the encouragement and support of popular 
education ; and the general government adopted the 
policy of making munificent donations of public lands 
for the support of common schools. In this policy of 
the general government we find the corner-stone of the 
Indiana State system of free public schools. 

On the 20th of May, 1785, Congress passed an ordi- 
nance in relation to the mode of disposing of the pub- 
lic lands in the territory of the United States, north- 
west of the Ohio River. This territory embraced within 
its boundaries all the lands which are now included 
within the limits of Ohio, Indiana, Illinois, Michigan, 
and Wisconsin, together with that part of Minnesota 
which lies on the left bank of the Mississippi river. 

The ordinance of May 20th, 1785, declared that one 
square mile of land, or section No. 16, in every town- 
ship should be reserved for the maintenance of public 

(31) 



\ 



32 SCHOOLS OF INDIANA. 

schools. The third article of compact in the Ordinance 
of Congress, of July 13, 1787, declares that "religion, 
morality, and knowledge, being necessary to the good 
government and the happiness of mankind, schools and 
the means of education shall forever be encouraged." 

By these national acts a great principle was asserted 
and established, and the thirty-sixth part of all lands, 
within the immense North-western Territory, was de- 
voted to the maintenance of common schools for the 
education of the people. 

', Territorial Legislation. — In the course of the ter- 
ritorial existence of Indiana, the subject of schools, for 
the instruction of youth, was often pressed upon the 
attention of the people by the friends of popular edu- 
cation. But, from the time of the organization of the 
territorial government until the adoption of a State 
constitution, in 18 16, the constant presence of insur- 
mountable difficulties prevented the establishment of 
any system of common school education. 

In 1807, the General Assembly of the territory passed 
an act to incorporate "the Vincennes University, for 
the instruction of youth in the Latin, Greek, French, 
and English languages, mathematics, natural philoso- 
phy, ancient and modern history, moral philosophy, 
logic, rhetoric, and the law of nature and nations." 
In the preamble to this act, the territorial legislature 
declared that the independence, happiness, and energy 
of every republic depended (under the influences of the 
destinies of heaven) upon the wisdom, virtue, talents, 
and energy of its citizens and rulers; and that science, 
literature, and the liberal arts contributed, in an emi- 
nent degree, to improve those qualities and acquire- 
ments; and that learning had ever been found the 



SCHOOL LEGISLATION. 33 

ablest advocate of genuine liberty, the best supporter 
of rational religion, and the source of the only solid 
and imperishable glory which nations can acquire. 

By an act of the General Assembly of October 26, 
1808, the several courts of common pleas within the 
Indiana Territory were invested with full power to lease 
the sections of land which had been reserved in the re- 
spective counties for the use of schools, upon the terms 
best calculated to promote the improvement of the 
land. An act of the Legislature, of December 14, 
1 8 10, authorized the courts of common pleas to ap- 
point, in the several counties, trustees of the school 
lands. This act prohibited the leasing to any person 
of more than one quarter section, or one hundred and 
sixty acres. The destruction of sugar trees, and the 
waste of other timber growing on the school lands 
were prohibited. 

There was no further important legislation on the 
subject of common schools during the existence of the 
territorial government. 

First State Constitution. — That part of the ninth 
article of the Constitution of 18 16 pertaining to com- 
mon schools is in these words: 

' ' Knowledge and learning generally diffused through 
a community, being essential to the preservation of a 
free government, and spreading the opportunities and 
advantages of education through the various parts of 
the country being highly conducive to this end, it shall 
be the duty of the General Assembly to provide by 
law for the improvement of such lands as are, or here- 
after may be, granted by the United States to this 
state for the use of schools, and to apply any funds 
which may be raised from such lands, or from any 



34 SCHOOLS OF INDIANA. 

Other quarter, to the accompHshment of the grand ob- 
ject for which they are or may be intended; but no 
lands granted for the use of schools or seminaries of 
learning shall be sold by authority of this State prior 
to the year eighteen hundred and twenty; and the 
moneys which may be raised out of the sale of any 
such lands, or otherwise obtained for the purposes 
aforesaid, shall be and remain a fund for the exclusive 
purpose of promoting the interest of literature and the 
sciences, and for the support of seminaries and public 
schools. 

"It shall be the duty of the General Assembly, as 
soon as circumstances will permit, to provide by law 
for a general system of education, ascending in a regu- 
lar gradation from township schools to a State univer- 
sity, wherein tuition shall be gratis and equally open to 
all. And for the promotion of such salutary end, the 
money which shall be paid as an equivalent by persons 
exempt from military duty, except in times of war, 
shall be exclusively, and in equal proportion, applied to 
the support of county seminaries; also all fines as- 
sessed for any breach of the penal laws shall be ap- 
plied to said seminaries in the counties wherein they 
shall be assessed." 

For a long period after the adoption of the first State 
Constitution, the founding of any effective public school 
system in Indiana was rendered impracticable by the 
presence of obstacles which the friends of popular edu- 
cation could neither overcome nor remove. 

Among these obstacles were the want of funds to 
build school-houses and to pay teachers, the sparseness 
of the population in school districts, the mismanage- 
ment of school funds, the opposition of the few and 



SCHOOL LEGISLATION. 35 

the indifference of the many, and the general condition 
of the pioneer settlers, which was such as to require 
for the greater part of each year the assistance of the 
younger members of the family in the work of clear- 
ing away the forests, opening the farms, ajid planting, 
cultivating, and gathering crops. Still, amid all these 
difficulties, the friends of a general system of public in- 
struction continued to work and to look forward with 
hopes of ultimate success. 

By an act of the General Assembly of December 14, 
1 8 16, provision was made for the appointment of sup- 
erintendents of school sections in the several townships. 
These superintendents were authorized to lease school 
lands for any term not exceeding seven years. Every 
lessee of such lands was required to set out each year 
twenty-five apple and twenty-five peach trees, until one 
hundred of each had been planted. Between the years 
1 8 16 and 1820 several laws were passed for the incor- 
poration of academies, seminaries, and literary associa- 
tions. 

By a joint resolution of the General Assembly of 
Jan. 9, 1 82 1, John Badollet and David Hart, of Knox 
County; William W. Martin, of Washington County; 
James Welsh, of Switzerland County ; Daniel S. Cas- 
well, of Franklin County ; Thomas C. Searle, of Jeffer- 
son County; and John Todd, of Clarke County, were 
appointed a committee to draft and report to the next 
Legislature of Indiana a bill providing for a general 
system of education ; and they were instructed to 
guard particularly against * ' any distinction between the 
nch and poor.'" The labors of the committee thus ap- 
pointed, after having passed under the revision of 
Judge Benjamin Parke and the General Assembly, 



36 SCHOOLS OF INDIANA. 

were incorporated in the first general school law of 
Indiana, which appears in the revised statutes of 1824 
under the title of "an act to incorporate congressional 
townships and providing for public schools therein." 

This law required the inhabitants of each congres- 
sional township to meet at the section reserved by 
Congress for the use of schools, or at some place con- 
venient thereto, to elect three persons of their town- 
ship as trustees who were vested with the general con- 
trol of school lands, with power to divide their re- 
spective congressional townships into geographical 
school districts, appoint sub-trustees for the same, and 
to manage the school lands and schools generally. 
This law provided for building school-houses, in these 
words : ' ' Every able-bodied male person of the age of 
twenty-one years and upwards residing within the 
bounds of such school district, shall be liable to work 
one day in each week until such building may be com- 
pleted, or pay the sum of thirty-seven and one-half 
cents for every day he may so fail to work." The 
same act describes a school-house in these words : "In 
all cases such school-house shall be eight feet between 
the floors, and at least one foot from the surface of the 
ground to the first floor, and finished in a manner cal- 
culated to render comfortable the teacher and pupils, 
etc." 

The trustees examined teachers with respect to their 
ability to teach reading, writing, and arithmetic. Oc- 
casionally schools were established, continuing two or 
three months, and sustained by rate bills. They were 
not free. 

At almost every session of the Legislature, until the 
adoption of the new constitution in 1851, either special 



SCHOOL LEGISLATION. 37 

or general laws have been passed on the subject of 
common schools, or in reference to the incorporation 
of seminaries, academies, colleges, universities, or 
libraries. A great many important and complex ques- 
tions having reference to school laws, school funds, 
school lands, etc., had been raised and brought before 
the courts to be decided. Yet there were no free 
schools. 

A vast amount of labor had been performed by 
private citizens, by legislatures and committees, by 
state conventions and county meetings, by meetings in 
townships and in school districts, to establish and main- 
tain a permanent system of State schools entirely free 
and equally open to all; still, for a period of thirty-six 
years after the adoption of the first State constitution, 
school officers could do little more than to encourage 
schools. They possessed neither means nor authority 
to build school-houses or to establish schools. They 
could not levy a tax to build school-houses except by 
special permission of the district, and even then the 
amount of the money appropriation was limited by the 
Legislature of 1834 to fifty dollars for each school- 
house. Teachers were poorly qualified, and there were 
no means at hand for their improvement. 

But the pioneer settlements of this great State were 
not without far-seeing and noble-hearted individuals 
who were constrained to labor for the far distant future, 
and who were willing to wait for results. They 
planned wiser than they knew in providing for an ac- 
cumulative common school fund which is now larger 
than that possessed by any other State by more than 
hvo millions of dollars. 

Origin of the School Fund. — This immense school 



38 SCHOOLS OF INDIANA. 

fund, now approximating nine million dollars, which is 
the solid rock in the center of the foundation of our 
present school system, has accumulated from the fol- 
lowing sources: 

1. The Congressional Township Fund; 

2. The Bank Tax Fund ; 

3. The Sinking Fund ; 

4. The Surplus Revenue Fund; 

5. The Saline Fund; 

6. The Swamp Land Fund; 

7. The Seminary Fund; 

8. The Contingent Fund. 

The source of the Congressional Township Fund has 
already been mentioned. 

By the fifteenth section of the charter of the State Bank 
of Indiana, in the year 1834, it was provided that "There 
shall be deducted from the dividends and retained in 
Bank each year the sum of twelve and one-half cents 
on each share of stocks, other than that held by the 
State, which shall constitute part of the permanent 
fund to be devoted to purposes of common school edu- 
cation under the direction of the General Assembly, 
and shall be suffered to remain in bank and accumulate 
until such appropriation by the General Assembly." 
This is known as the Bank Tax Fund, and it has 
yielded to the school fund ;^8o,ooo, which is now bear- 
ing interest in favor of education. 

The same act of 1834, establishing the State Bank 
of Indiana, provided that the State should borrow for 
twenty years or more, at a rate of interest not exceed- 
ing five per cent, ;^ 1,300,000. Of this sum, ;^8oo,ooo 
was appropriated to the payment of the stock in the 
bank, being one-half of the whole capital of the bank. 



SCHOOL LEGISLATION. 39 

The remaining ;^50o,ooo was designed to be loaned to 
individuals at six per cent per annum for a long term 
of years, to assist them in paying for their portion of 
the stock in bank. 

The same act provided that the semi-annual payments 
of interest on this loan to individuals, the funds which 
should eventually be received in payment of their 
loans, and the dividends declared and paid by the bank 
on the State stocks, together with any part of the State 
loan not required for paying the State stock in bank, 
should constitute a sinking fund, reserved and set 
apart, principal and interest, for the purpose of paying 
off the loan negotiated on the part of the State, and 
the interest thereon. The residue of the fund after the 
payment of the loan, interest and expenses, was or- 
dered to form a permanent fund appropriated to the 
cause of common school education. This provision 
has yielded to the common school fund about five and 
a half millions of dollars, which constitute the present 
Sinking Fund. 

Under the administration of President Jackson the 
national debt, contracted by the Revolutionary War 
and the purchase of Louisiana, was entirely discharged, 
and a surplus remained in the treasury. Congress in 
June, 1836, distributed this money among the states in 
the ratio of their representation in Congress. The sum 
of eight hundred and sixty thousand two hundred and 
fifty-four dollars was Indiana's share. The Legislature, 
by an act approved February 6, 1837, set apart five 
hundred and seventy-three thousand five hundred and 
two dollars and ninety-six cents as a permanent part 
of the school fund, and designated it. Surplus Revenue 
Fund. 



40 SCHOOLS OF INDIANA. 

Section second of article eighth of our State Consti- 
tution provides that: "All lands which have been or 
may hereafter be granted to the State, when no special 
purpose is expressed in the grant, and the proceeds of 
the sales thereof, including the proceeds of the sales of 
the swamp lands granted to the State of Indiana by the 
act of Congress of the 28th of September, 1850, after 
deducting the expenses of selecting and draining the 
same," shall be a part of the common school fund. 
Congress having granted to the State large tracts of 
swamp lands, and having expressed no purpose in the 
grant, the State was at liberty to dispose of them for 
any purpose she might see proper. She ordered that 
these lands be sold, expenses paid out of the proceeds, 
and the remainder converted into a common school 
fund called the Swamp Land Fund. 

By an act of Congress, passed in 18 16, it was pro- 
vided that all salt springs within the Indiana territory, 
and the land reserved for the use of the same, not ex- 
ceeding in the whole thirty-six entire sections, should 
be granted to the State for the use of the people, un- 
der such conditions, terms, and regulations as the Leg- 
islature should direct. In 1832, Congress authorized 
the Legislature to sell these lands and appropriate the 
proceeds to the support of the common schools. This 
produced the Saline Fund, and yielded to the Common 
School Fund ^85,000. 

In 1852, the Legislature ordered the sale of all county 
seminaries and property, real and personal, belonging 
thereto, and provided that the net proceeds of the sales 
should be placed to the credit of the Common School 
Fund. It is impossible to state just how much has 
been realized from this source. 



SCHOOL LEGISLATION. 4 1 

Under the head of Conthigent Funds may be classed 
all funds arising from the provisions of the Legislature 
concerning fines, forfeitures, escheats, etc. The yield 
from this source can not be definitely stated. 

The several sources above enumerated have yielded, 
up to this date, about nine millions of dollars, which 
' ' may be increased, but shall never be diminished ; and 
the income thereof shall be inviolably appropriated to 
the support of common schools and to no other pur- 
pose whatever." 

Later Legislation. — It is true that in 1837 the 
General Assembly had provided for the election of a 
County School Commissioner, and in 1843 it had pro- 
vided that the State Treasurer should perform the du- 
ties of Superintendent of Public Instruction ; but neither 
of these officers were permitted, under the law, to do 
any thing looking to the establishment of a general 
system of schools. 

It was not until after the adoption of the new con- 
stitution, in 185 1, that any positive legislation was 
obtained for the establishment of common schools, en- 
tirely free, and under the exclusive management of the 
State. 

Previous to that time the school officers were depend- 
ent upon the uncertain popular vote of a district, town- 
ship, town, or city for instructions concerning the sale 
or lease of school lands, the loaning of money, the 
building of school-houses, and the employment of 
teachers — all of which had a tendency to render the 
founding of free schools precarious and unpromising. 
The people depended upon private schools, academies, 
and seminaries. 

The new constitutional provision for the establish- 

Tnd. A. 



42 SCHOOLS OF INDIANA. 

ment of "a general and uniform system of common 
schools, wherein tuition shall be without charge and 
equally open to all," was accepted by a majority vote 
of more than eighty thousand. The statutory form and 
expression given to the new constitution, entitled ' * an 
act to provide for a general and uniform system of 
common schools and school libraries," approved June 
14, 1852, was the first law which made it possible to 
build up a system of State schools worthy the name, 
and the first step toward putting into execution the con- 
stitutional provision proclaimed thirty-six years before. 

The school law of 1852 was exceedingly liberal in 
many respects, and embodied in its provisions funda- 
mental principles and practical excellencies unsurpassed 
by the legislative wisdom of any sister State. This 
law embodied the principles that the property of the 
State should educate the children of the State, and 
that all common schools should be open to the pupils 
thereof without charge. The first section of this act 
provided for levying and collecting a property tax of 
ten cents on each one hundred dollars. The second 
section provided for the consolidation and general man- 
agement by the State of all school funds heretofore 
mentioned. 

This law abolished the congressional township sys- 
tem, and declared each civil township a township for 
school purposes, and the trustees thereof trustees for 
school purposes, and gave them full charge of the edu- 
cational affairs of the township. They were empowered 
to build school-houses, establish graded-schools, employ 
teachers, etc., as circumstances seemed to require. 
The law provided for a better investment of the com- 
mon school fund, and made the several counties re- 



SCHOOL LEGISLATION. 43 



sponsible for the preservation of the same, and for the 
payment of the annual interest thereon. It provided 
for the election of a State Superintendent of Public 
Instruction, fixing the term of office at two years, and 
his salary at ^500 per annum. It provided for the 
organization of a State Board of Education in the fol- 
lowing words : 

"The State Board of Education shall consist of the 
State Superintendent of Public Instruction, the Gov- 
ernor, the Secretary, Treasurer, and Auditor of State, 
who shall meet annually, at Indianapolis, on the second 
Monday of November, for the purpose of more effect- 
ually promoting the interests of education, by mutual 
conference, interchange of views, and experience of the 
practical operation of the system, the introduction of 
uniform school books, the adoption of the most eligible 
means of facilitating the establishment of township 
school libraries, and the discussion and determination 
of such questions as may arise in the practical adminis- 
tration of the school system." 

It provided for the purchase of township school 
libraries, under the direction of the State Board of Pld- 
ucation, levying for that purpose a property tax of 
"one quarter of one mill on each one dollar," and a 
poll tax of twenty-five cents. 

Section 32 declared incorporated cities and towns to 
be school corporations, independent of the townships 
in which they may be situated, entitled to the propor- 
tional amount of school funds, and authorized to ap- 
point independent trustees, with power to establish 
graded-schools and power to levy taxes for their sup- 
port, after the public funds shall have been exhausted, 
and to build school-houses, etc. 



44 SCHOOLS OF INDIANA. 

Section 130 reads as follows: "The voters of any 
township shall have power at any general or special 
meeting to vote a tax for the purpose of building or 
repairing school-houses, and purchasing sites therefor; 
providing fuel, furniture, maps, apparatus, libraries or 
increase thereof, or to discharge debts incurred therefor, 
and for continuing their schools, after the public funds 
shall have been expended, to any amount not exceed- 
ing annually fifty cents on each one hundred dollars 
of property, and fifty cents on each poll." 

These two sections, exceedingly broad and liberal in 
spirit, as were the views of the legislators who made 
them, at once charged the whole educational machinery 
of the state with a new life.. School-houses, large and 
commodious, were erected in the larger cities. Graded- 
schools were established in rapid succession. Every- 
where hope, enterprise, activity, the true spirit of edu- 
cational progress and enthusiasm, prevailed ; but in a 
very few years the State's rapid progress in building up 
a system of free common schools was checked by 
contentions concerning the constitutionality of these 
very sections. In the cause of Greencastle Township 
in Putnam County and Kercheval, County Treasurer, 
versus Black, the court held that section 130, quoted 
above, was repugnant to the constitution, in that it 
provided for taxation which was not ''general and nni- 
forin." Section 32, which gave similar power to in- 
corporated towns and cities, was, for like reason, over- 
ruled by the court in the case of the city of Lafayette 
vei'S2is William M. Jenners. 

The effect of these decisions was to render inopera- 
tive all efforts to sustain graded-schools, of which many 
had just gone into successful operation in the larger 



SCHOOL LEGISLATION. 45 



towns and cities, and which were beginning to reahze 
the best hopes of their founders. These schools were 
too young to withstand the withering bhght of legal 
obstacles, calling in question the constitutionality of the 
very basis of their prosperity. They were discontinued 
for a time, but the recuperative power and energy of 
determined teachers and friends of education were such 
that, by the celerity of their movements, before a re- 
treat was ordered, they inaugurated a movement to 
remove the disturbing elements of a constitutional char- 
acter and to restore public confidence, hoping thus to 
save the schools from utter destruction. 

A State Teachers' Association was organized, for the 
determined purpose of discussing the great funda- 
mental principles of an educational system and the 
appropriate instrumentalities to be employed. The re- 
sults of the discussions and deliberations of this body, 
in the varied forms of memorials, petitions, resolutions, 
and advisory committees, have not only found their 
way to the legislative halls, but have there so influenced 
and guided subsequent legislation, that, for practical 
wisdom, the present Indiana School System has no 
superior among the states. At the second meeting 
of the association an educational periodical was estab- 
lished, called the ^'Indiana School Journal,'' which has 
always advocated the fittest legislation for common 
schools, and persistently pressed law-makers to a sense 
of duty whenever active measures were required. 

These efforts of the friends of education resulted in 
the passage of the new school law of 1865, which 
breathed life and hope into our whole educational sys- 
tem. While the decision of the Supreme Court, above 
referred to, has never been overruled, the law of 1865 



46 SCHOOLS OF INDIANA. 

remains unchallenged by this highest judicial tribunal. 
One of the sections of the act of 1865 provided for 
the establishment of Teachers' Institutes, and required 
the appropriation of the sum of ^50 annually in each 
county for support of the same. This provision gave 
a new impulse to the cause of education, which per- 
meated the entire system of State schools, infusing ac- 
tivity and energy and ennobling aspirations through 
all its course. The County Teachers' Institute in In- 
diana has proved to be the engine of power by which 
the teachers, the common schools, and the State as a 
whole, have been elevated from gross darkness to the 
clear sunlight of midday. No other one instrumen- 
tality has done so much to raise the standard of teach- 
ing, to popularize the public schools, to establish 
among the masses a healthy educational sentiment, 
and to create a thirst for knowledge, as the County 
Teachers' Institute. 

It has already been stated that the teachers of the 
State have inaugurated the most important measures 
pertaining to substantial progress in school legislation. 
In 1855, their association appointed a committee to 
memorialize the legislature with reference to the es- 
tablishment of Normal Schools. This was followed by 
repeated discussions, resolutions, and the appointment 
of conference committees at almost every annual ses- 
sion of the association for ten consecutive years, with- 
out apparent fruit. 

The several and successive State Superintendents of 
Public Instruction, for an equal number of years, pre- 
sented in their annual reports elaborate and exhaust- 
ive arguments and statistics, urging upon the General 
Assembly the necessity of making some provision for 



SCHOOL LEGISLATION. ^y 



the better education of teachers. By the gratuitous 
labors and the most persistent efforts of individual 
teachers, a State Normal Institute was organized in 
1865, which continued in operation for a period of 
four weeks. Other State Institutes were afterwards 
held, which did much to stimulate the public sentiment 
now being formed in favor of Normal Schools. 

On the 20th day of December, 1865, the General 
Assembly finally consented to put in statutory form 
the progressive sentiment thus created, and established 
a State Normal School, locating it in the city of Terre 
Haute. One hundred and seventy-nine thousand dol- 
lars have been expended on the buildings alone, and 
the school is now in successful operation. The State 
University at Bloomington, organized in 1834, stands 
at the head of our public school system. It is liber- 
ally endowed by the State, sustaining a law school and 
a medical school. The agricultural school is located 
at Lafayette, and is called the Purdue University. 
This school is in its infancy. 

Of the more recent legislation, which has proved 
beneficial to the school system, may be mentioned the 
increase of the property tax in 1865 from ten to six- 
teen cents on the hundred dollars, the local and special 
tax provisions of 1865 and 1867, the provision for 
educating the colored children of the State, and the 
law of 1869, empowering trustees to issue bonds for 
building purposes. 

The education of the colored children was provided 
for May 13, 1869, as follows: Sec. 3. "The trustee or 
trustees of each township, town, or city, shall organize 
the colored children into separate schools, having all 
the rights and privileges of other schools of the town- 



48 SCHOOLS OF INDIANA. 

ship; Provided, There are not a sufficient number 
within attending distance, the several districts may be 
consoHdated and form one district. But if there are 
not a sufficient number within reasonable distance to 
be thus consolidated, the trustee or trustees shall pro- 
vide such other means of education for said children 
as shall use their proportion, according to number, of 
school revenue to the best advantage." 

By an act of the Legislature, approved March 8, 
1873, the office of County Superintendent was created, 
and the general management of all the schools in each 
county was placed under the control of this officer. 
The same law provided for a County Board of Educa- 
tion to consist of the county superintendent, the trus- 
tees of the townships, and the school trustees of the 
towns and cities of the county. It also made provision 
for Township Institutes in these words, viz. : " At least 
one Saturday in each month, during which the public 
schools may be in progress, shall be devoted to Town- 
ship Institutes or model schools for the improvement 
of Teachers, and two Saturdays may be appropriated 
at the discretion of the Township Trustee of any town- 
ship ; The Township Trustee shall 

specify in a written contract with each teacher, that 
such teacher shall attend the full session of each Insti- 
tute contemplated therein, or forfeit one day's wages 
for every day's absence therefrom, unless such absence 
shall be occasioned by sickness." This provision is 
accomplishing much good for the schools. 

The State Board of Education now consists of the 
following officers, viz. : — 

1. The State Superintendent of Public Instruction. 

2. The Governor of the State. 



SCHOOL LEGISLATION. 49 



3. The President of the State University. 

4. The President of Purdue University. 

5. The President of the State Normal School. 

6. The Superintendent of Public Schools in the three 
largest cities in the State. 

This Board has power to grant State license to 
teachers found eminently qualified upon examination ; 
to prepare uniform questions to be used by county su- 
perintendents in their examination of teachers ; to ap- 
point trustees of the State University and the exam- 
iners of the State Normal School ; and to exercise a 
general management of the public school interests of 
the State. 

The Indiana public school system at this time may 
be epitomized by the presentation of its officers in 
regular order as follows, viz. : 

1 . State Superintendent of Public Instruction, elected 
by the people. 

2. State Board of Education, ex officio. 

3. County Superintendents, appointed by the County 
Commissioner. 

4. Township Trustees, elected by the people. 

5. City and Town Trustees, appointed by the City 
Council or Town Trustees. 

6. School Commissioner for cities above thirty thou- 
sand inhabitants, elected by the people. 



Ind. 5. 



OUR EMINENT EDUCATORS. 



DANIEL HOUGH. 



(51) 



OUR EMINENT EDUCATORS. 



AS only a limited number of pages could be allowed 
for these sketches, the writer has left out all that 
did not directly illustrate the subject. If any feel a re- 
gret that their particular friends or teachers have not 
here a place, the writer can say that an appeal was 
made to every county for data, but that in many in- 
stances there was no response. Among these sketches 
will be found the olden time school-masters, teachers of 
private schools, of county seminaries, college presi- 
dents and professors, city superintendents, and state 
superintendents. 

The writer was born in this State nearly half a cen- 
tury ago, and was therefore brought up under the in- 
struction of the old school-masters, and he can truly 
bear testimony to their humanity. He never went to 
a brutal teacher. Feeling thus, this work of attempt- 
ing to perpetuate their memory has been one of love. 

Teachers of the Earlier Days. — The first school- 
teacher in Indiana, of which we have any account, was 
M. Rivet, a polite, liberal-minded missionary, who was 
driven out of Europe by the French Revolution. He 

(53) 



54 SCHOOLS OF INDIANA. 

came to America and opened a school at Vincennes, 
about the year 1793. 

The next school, of which we learn, was taught in 
Clarke County, near Charlestown, in 1803. The text- 
books were "Dilworth's Spelling Book," "Gulliver's 
Travels," and a "Dream Book." Rev. Geo. K. Hes- 
ter was a pupil in this school in 1804. The school 
was "kept from sun to sun," with a "play-time" at 
noon, and the pupil that came first * ' said his lesson 
first." 

Julia L. Dumont, daughter of Ebenezer and Martha 
D. Corey, was born October, 1794, at Waterford, 
Washington County, Ohio. Her father dying during 
her infancy, her mother removed to Greenfield, Sara- 
toga County, N. Y. She studied at Milton Academy, 
in that county, where her superior mental powers gave 
promise of her future success in life. In 181 1 she 
taught her first school in Greenfield, and in 18 12 her 
second in Cambridge, Washington County, N. Y. In 
August of this year she was married to John Dumont, 
and soon after removed to Vevay, Indiana, where she 
continued to reside until her death, January 2, 1857. 
At Vevay she had a room built for the purpose in her 
dwelling, in which she opened a school which was a 
model for all the region round about. Few teachers 
equaled her in energy and thoroughness, or in the 
power of awakening and keeping up in the minds of 
their pupils a lively and continued interest in their 
studies. Many of the childish essays of her former 
pupils, still carefully preserved by them, show in the 
corrections by her own hand how indefatigable she 
was. They show, too, that those whom she taught 
had to digest and know thoroughly every lesson. Her 



EMINENT EDUCATORS. 55 

loving heart and tireless efforts brought success where 
others failed. Her care for the weak in body or mind 
was only such as a mother could give. The writer has 
often met her former pupils, and it was ever a joy to 
him to hear them tell of her great heart and of her 
many excellencies. With all the duties of teacher, she 
bore those of wife, mother, nurse, and housekeeper, 
and besides was a voluminous writer for the press, both 
in prose and poetry. 

William Haughton, a teacher of over fifty years 
standing in Indiana, and a minister of the Society of 
Friends, was born in 1803, in Ireland, and was edu- 
cated at a Friends' boarding-school, in Ackworth Eng- 
land. At the age of eighteen he emigrated to Amer- 
ica. He first taught in Fayette County, Indiana, 
where two of his sisters resided. He then removed to 
Union County, where he continued his work as 
teacher. Wishing to secure the benefit of his instruc- 
tion to their own families, two worthy farmers, Stephen 
Butler and Thomas HoUingsworth, erected BcccJi Givve 
Seminary, two miles south from Liberty, and employed 
Friend Haughton as principal. He now married, and 
continued as principal of the seminary until 1848, or 
for twenty-one years. This was a worthy English 
school in all respects, and was attended by earnest 
young men and women, whose business it was to pre- 
pare for a life-work. Among the many educated there, 
the writer well remembers the following: General A, 
E. Burnside; Mrs. Hannah Hadley, the philanthropist 
of Indianapolis ; Judge Hervey Cravens, Col. Nelson 
Trusler, Hon. R. M. Haworth, Judge Jonathan Gard- 
ner, Hon. E. Donelan, of Missouri; Dr. O. W. Nixon, 
of the Cincinnati Times, besides hosts of others not less 



56 SCHOOLS OF INDIANA. 

known. Since 1848 he has taught in the Friends 
school at Whitewater (Richmond), in the Friends 
boarding-school near Richmond, now Earlham College, 
at Knightstown, and at Raysville, where he now re- 
sides. He now teaches in the Knightstown Graded 
Schools, and apparently with as much vigor as forty 
years ago. Both as teacher and minister he is loved by 
all who respect a good man. 

Tandy Bailey Montgomery was one of the old school- 
masters of southwestern Indiana. He was born in Ken- 
tucky in 1809, and died in Princeton, Indiana, 1862. In 
his boyhood he was lamed for life, and on this account 
his brothers assisted him in getting an English education, 
so that he might live by teaching. He attended school 
at New Harmony in " Community times," hence he re- 
ceived the rare favor of instruction in the Pestalozzian 
system. He commenced teaching at the age of four- 
teen, and his entire experience amounted to twenty 
years. His early work was in subscription schools in 
Gibson, Warrick, and Pike Counties. The price paid 
Mr. Montgomery for his services was $\.^o per quarter 
for each scholar. His reputation as a thorough scholar 
and successful teacher soon enabled him to get ;^2.oo 
to ;^2.50 per quarter. When teaching for public 
money, he always commanded the highest price, re- 
ceiving on one occasion ninety dollars for one quarter! 
In i860, he was elected Recorder of Gibson County, in 
which capacity he was serving when he died. 

Rev. Bayard R. Hall, A.M., was the first teacher 
in the State Seminary, which afterwards grew into the 
Indiana State University, at Bloomington. He com- 
menced his work there in 1824, at a salary of ^150 per 
year. In 1828, the school was organized into the 



/ 
EMI.vENT EDUCATORS. 57 

"Indiana College," and Mr. Hall was made Professor 
of Latin and Greek, which position he held till 1832, 
when he returned East and became principal of the 
Classical and Mathematical Institute at Newburgh, 
N. Y. He subsequently settled in Brooklyn, where he 
died a few years ago. He was the author of several 
books, among which may be mentioned "Teaching a 
Science, the Teacher an Artist," "The New Pur- 
chase," and "Something for Everybody." 

The following were early teachers in Fort Wayne: 
Mr. McCoy, assisted by Mr. Montgomery and Mr. and 
Mrs. Potts, taught in the old fort as early as 1821. 

In 1825 the County Seminary was built, and in it 
the following teachers taught, viz.: Jno. P. Hedges, in 
1826; Henry Cooper and Mr. Boggs; and the record 
says they were followed by ^^othej'S." From 1832 to 
1836 we have Mr. Auchinbaugh, Smallwood Noel, 
James Requa, Myron F. Barbour, and John C. Sivey. 
In 1836 Miss Mann, now Mrs. Ex-Sec'y McCulloch, 
and Miss Hubbell, afterwards Mrs. R. W. Taylor, were 
the teachers. These were followed by Jesse Hoover, 
Rev. W. W. Stevens, Alexander Mcjunkin, Mrs. 
Lydia Sykes, Rev. James Greer, and Prof. A. C. 
Heustis, who concluded the pioneer work. 

The following were pioneer teachers in Lafayette : 
Joseph Talman, 1827; John D. Farmer, 1828; Hugh 
McKing, 1829; Ezekiel Simmons, 1830; Abigail Huff, 
1833; and Rev. Joseph Wilson, the first seminary 
teacher, in 184 1. 

John I. Morrison was born in 1806, in Franklin 
County, Pa. He moved to Indiana in 1826, and set- 
tled at Salem, Washington County. Here he estab- 
lished a school, which became widely known for the 



58 SCHOOLS OF INDIANA. 

sound practical learning and accurate scholarship of its 
pupils, of whom we have space to mention but very few 
of the many who are well known throughout the State, 
viz.: Elijah Newland, John Gordon, Edward Albertson, 
Thomas J. Rodman, Robt. Allen, William Dewey, 
Minard Sturgus, Zebulon B. Sturgus, Jno. L. Camp- 
bell, Barnabas C. Hobbs, Jas. G. May, Washington 
DePauw, Sam'l Reid, Nathan Kimball, J. J. Talbott, 
Newton Booth, etc. In 1835 he built and established 
the Salem Female Institute. He w^as a professor in the 
State University three years. He served in both 
branches of the State Legislature, and was a member 
of the Constitutional Convention. As chairman of the 
Committee on Education, he reported substantially the 
article on Education, and was sole author of the sec- 
tion creating the office of State Superintendent of Pub- 
lic Instruction. He was twice elected Treasurer of 
Washington County ; was appointed by President Lin- 
coln Commissioner of Enrollment, and while in that 
office was elected Treasurer of State. He is now Pres- 
ident of the Board of Trustees of the State University, 
and Secretary of the school board at Knightstown, 
where he resides. In all these varied positions he has 
ever been known as a faithful officer, who has never 
swerved from the path of duty. 

Ebenezer Sharpe came to Indianapolis in 1826, and 
the same year established a school. Mr. Sharpe at 
once took a position as a citizen of the first order of 
merit, and as a teacher of rare ability and worth. He 
is spoken of by his now gray-headed pupils as a man of 
culture and accomplishments. By his excellence in his 
profession he gave tone to popular education in the 
minds of the public. Many of the most estimable citi- 



EMINENT ED UCA TORS. 5 9 

zens of Indianapolis are indebted to his moral and re- 
ligious counsels, as well as to his instruction in litera- 
ture and science, for their success in after life. 

Among the other ancient school-masters of Indianap- 
olis deserving honorable mention are the following: 
Sam'l Merrill, Thomas D. Gregg, Rev. Wm. A. HolH- 
day, James S. Kemper, Ebenezer Daumont, J. P. Saf- 
ford, and Benj. Lang. 

The first superintendent of Indianapolis schools was 
Silas T. Bowen, in 1855, formerly associate of D. P. 
Page, of the Albany (N. Y.) Normal School. His in- 
structions were to visit each school once a month. 
Mr. Bowen is now a book-seller, of the firm of Bowen, 
Stewart & Co. The next year, 1856, Mr. Geo. B. 
Stone was appointed superintendent. All his time was 
given to the schools, and they were conducted with 
vigor and success until the disastrous decision of the 
Supreme Court, in 1858, to the effect that local taxa- 
tion was unlawful. There being only sufficient funds 
for conducting the schools three months in the year, 
many of the leading teachers either went into other 
business or left the State. Among the latter was the 
energetic, conscientious Geo. B. Stone. 

Rev. Hiram A. Hunter was one of the early Sem- 
inary teachers of Indiana, having taught most of the 
time from 1827 to 1834, at Washington, Logansport, 
and Princeton. He was born near Lynchburg, Va., 
August 13, 1800, and is still living in Louisville, Ky. 
He served as a member of General Jackson's body- 
guard in 1 8 18 in the first Seminole War, and was a 
spectator to the execution of Arbuthnot and Ambris- 
ter, the capture of Forts St. Marks and Barancas, and 
the various events of that war that caused the difficulty 



60 SCHOOLS OF INDIANA. 

with Spain and brought about the cession of Florida. 
He has been preaching more than fifty-six years, prin- 
cipally in Indiana and Kentucky, although he was sev- 
eral years pastor of a church in Philadelphia, Pa. He 
went to Logansport to deliver an address at the laying 
of the corner-stone of the Masonic Hall, in 1829, and 
he was, at that time, engaged to take charge of the 
Cass County Seminary, the first, and for some time the 
only, school in Cass County. Among his pupils were 
several Pottawattamie Indians. 

Sanford C. Cox was born July i, 181 1, in Wayne 
County, Ind. He was a self-educated man. With his 
father he removed to Crawfordsville in 1824, and in the 
same year removed to Lafayette, where he commenced 
teaching in 1827. He next taught at Williamsport, 
then at Black, Montgomery County. While acting as 
"Black Creek school-master" his friends at home elec- 
ted him Recorder for the county, which position he 
held twenty-two and a half years. He is the author 
of "Old Settlers on the Wabash," a work of historical 
reminiscences. He is an attorney, and still lives in 
Lafayette. 

Mr. Shute, an Evansville pioneer, taught a few 
children in his cabin as early as 18 18, and in 1824, 
when the brick school-house was built, he was installed 
the village school-master. 

Though not a teacher, William Maclure was, in an 
eminent degree, an educator in Indiana. He was born 
in Scotland in 1763, and died in Mexico in 1840. He 
acquired a fortune in business in early life, and then 
gave himself to the study of geology. He traveled 
extensively in the United States, and crossed the Al- 
leghany mountains fifty times. In 18 12, he assisted in 



EMINENT EDUCATORS. 6 1 

organizing the Academy of Natural Sciences, at Phila- 
delphia, of which he was elected president in 1817, and 
for every year thereafter until his death. He was an 
advocate of manual labor schools, one of which he at- 
tempted to establish in Spain, in 18 19. This was a fail- 
ure, involving great pecuniary loss. In 1824, he came 
to Indiana, and — in connection with Thomas Say, Dr. 
Troost, Mr. Lcsiicitr, and others — attempted the same 
scheme at New Harmony. This, after a short, brilliant 
career, failed also, but it brought the Pestalozzian sys- 
tem of instruction into Indiana, and established, for 
many years, the great American geologist and the 
great American naturalist in this State. Here they 
pursued their studies and here their works were pub- 
lished. In his will Mr. Maclure made provision for the 
formation of '* Working-men's Libraries." Large num- 
bers of these were formed in various parts of Indiana. 

Thomas Say lived at New Harmony while he pur- 
sued his studies and prepared for the publication of his 
works. He was born in Philadelphia in 1787, and was 
one of the founders of the Academy of Natural Sci- 
ences, in 18 1 2. In 18 1 5, he investigated the natural 
history of East Florida. In 18 19, he went as naturalist 
with Long's expedition to the Rocky Mountains. In 
1823, he accompanied the St. Peter's River Expedition 
in the same capacity. In 1825, he settled in New Har- 
mony, and there spent the remainder of his life in the 
preparation of an American entomology, beautifully 
illustrated. The drawing, engraving, and coloring were 
all done at New Harmony. Mr. Say died October 
10, 1834. 

Francis Joseph Nicholas Neef, at the beginning of 
this century, was in the Army of the Rhine. In one 



62 SCHOOLS OF INDIANA. 

of Napoleon's battles he received a musket ball, which 
he carried in his body till his death, in 1853. Soon 
after recovering from his wound, he became an assistant 
of Pestalozzi, in his school near Berne, in Switzerland. 
In 1803, he was sent by his principal to Paris, to intro- 
duce the Pestalozzian system in that city. In 1805, 
William Maclure visited Pestalozzi's school, and at once 
determined to have the system introduced into America. 
Accordingly, when he returned to Paris, he sent for Mr. 
Neef and said to him: "On what terms will you go to 
my country and introduce there your method of edu- 
cation ? I have seen Pestalozzi. I know his system. 
My country wants it, and will receive it with enthusi- 
asm. I engage to pay your passage and secure your 
livelihood. Go, and be your master's apostle in the 
new world." The result was that, in 1806, Mr. Neef 
came to America. He first established himself at the 
fords of the Schuylkill, near Philadelphia, on ground 
now within the limits of Fairmount Park, and here for 
many years he taught the Pestalozzian system. Many 
prominent men were trained in this school, among them 
the renowned Admiral Farragut. In 1808, he pub- 
lished his "Plan and Method of Education," and this 
was followed in 18 13 by "The Methods of Teaching." 
Mr. Neef afterward went to Kentucky and from there, 
at the instance of Mr. Maclure, Thomas Say, Dr. Troost 
and others, came to New Harmony, where in 1826 he 
established another Pestalozzian school. The teachers 
in this school were, besides Mr. Neef, William Phique- 
pal, D'Arasmont (who was afterwards the husband of 
the celebrated Fanny Wright), Robert Dale Owen, and 
Mrs. Evans, a daughter of Mr. Neef 

This was the "Community School," but it was not 



EMINENT EDUCATORS. ' 63 

limited in its instruction to members of the Commu- 
nity. Many pupils came from other parts of the coun- 
try to New Harmony, to secure its advantages. Higher 
institutions of learning were few in number and but 
poorly equipped. At that date, 1826, the State Uni- 
versity had but one teacher, B. R. Hall. Hanover 
College had not yet assumed even the shape of Dr. 
Crowe's Grammar School. Wabash College, with its 
twelve students in the Preparatory Department, did not 
open for seven years, and Asbury University not until 
eleven years after the organization of this school. 
Here the Pestalozzian system was first taught in In- 
diana, and many young men went out from this school 
and taught the system in the rural districts and in the 
villages. After the breaking up of the Community, 
Mr.Neef went first to Cincinnati, afterwards to Steu- 
benville, Ohio, and in 1835 he returned to New Har- 
mony, where he passed the remaining eighteen years 
of his life. 

Mrs. Fauntleroy, a daughter of Robert Owen, and 
sister of Robert Dale Owen, afterwards taught some 
years in New Harmony. Prof, Richard Owen and J. 
Blackwood were lecturers in her school. 

Judge William A. Porter was one of the early 
seminary teachers, having served several years as prin- 
cipal of the Harrison County Seminary at Corydon, 
Ind., commencing Jan., 1828. He graduated at Miami 
University, Sept. 26, 1827. After teaching a few 
years, he gave up that business and commenced the 
practice of law, which he still continues at Corydon. 

Rev. Byram Lawrence, a Baptist minister from 
Massachusetts, taught many years in the Clarke County 



62 

>4 SCHOOLS OF INDIANA. 



Seminary at Charlestown. He afterward went South 
and became a State geologist. 

Isaac McCoy, a native of Clarke County, and a grad- 
uate of Hanover College, was Mr. Lawrence's successor. 

Thomas Hornbrook was born June 13, 1807, in 
Tavistock, Devonshire, England. He attended Eton 
Academy from his sixth to his eleventh year, and 
this completed his education ; for at that time his 
father came to America, and settled in the wilds of 
Vanderburg County, Ind. He taught his first school 
in Princeton in 1830, and continued the profession 
some ten years in Gibson and Vanderburg Counties. 
He was three years principal of Gibson County Sem- 
inary. In 1850, he was admitted to practice at the bar. 
He served as Justice of the Peace, and was elected 
judge of the Vanderburg Court. 

He died Dec. 8, 1855, at Union, Pike County, Ind. 

Samuel R. Cavens was one of the teachers in Mon- 
roe and Greene Counties, of men who are now sixty 
to seventy years of age. He taught in Bloomington 
more than fifty years ago. The author of "The New 
Purchase" compliments Mr. Cavens highly for his 
kindness of heart and for his musical talents, and 
assigns him the name of "Dan. Scrape" the left- 
handed fiddler. He was one of the best teachers of 
his time. He was afterwards elected to the office of 
Clerk of the Circuit Court, which office he filled with 
satisfaction to his constituents. 

Judge Williamson Dunn, father of Hon. Wm, 
McKee Dunn, was born in Kentucky, in 1781. He 
settled in Crawfordsville, Ind., in 1824, at which time 
he was appointed Register in the Land Office by Presi- 
dent Monroe. In 1832, he gave fifteen acres of land 



EMINENT ED UCA TORS. 65 

adjoining Crawfordsville to assist in establishing Wa- 
bash College. He also gave liberally to the establish- 
ment of Hanover College. He died at Hanover, in 
Jefferson County. 

Jas. G. May, a native of Kentucky, emigrated to 
Indiana in 1824. After coming to Salem, he was un- 
der the instruction of John I. Morrison, but soon com- 
menced teaching, first around Salem, then for five 
sessions as assistant to Mr. Morrison. From 1832 to 
1834 he was editor of TJie Western Annotator. He was 
then principal of the Decatur County Seminary, at 
Greensburg, until 1839. During the next three years 
he practiced law. In 1843, he took charge of the 
Corydon High School, which he conducted for eight 
years, when he left to take charge of the New Albany 
schools, over which he presided for six years. In 
1858, he again returned to Salem to take charge of the 
Washington County Seminary. This he conducted un- 
til 1 87 1, when he was elected superintendent of the 
Salem Graded-Schools, from which position he retired 
in 1874. He is at present teaching private classes at 
his residence. Prof May has had many pupils, who 
are to-day the living monuments of the faithful work 
of an instructor to whom no eulogy can do justice. 

Harvey Nutting was born February 4, 1808, in 
Brimfield, Hampden County, Mass., and was educated 
in Wilbraham Academy. He came to Connersville, 
Indiana, July, 1832, and, opening a school in the county 
seminary the following month, he continued success- 
fully therein for fifteen years. He also kept a private 
school for five years in Connersville, and taught ten 
years in Rush County, making in all thirty years of 
service as a teacher. Prof Nutting is a man of fine 



66 SCHOOLS OF INDIANA. 

talents and thorough education, and one of the best of 
classical scholars. Many of the leading men of the 
State received their education under his instruction. 
No man, perhaps, in the State has done more to ad- 
vance local educational interests than he. Having by 
economy saved enough to enable him to live comfort- 
ably, he has retired from his profession, respected and 
revered by his former students and friends. 

James S. Ferris was born September 14, 18 18, in 
Franklin County, Indiana, and died at his residence in 
Winchester, September 22, 1870. He received his 
primary education at Brookville, and with William 
Haughton in Union County. He commenced teaching 
at seventeen. In 1839, he removed to Winchester and 
took charge of the county seminary, which he made a 
popular school for eight years. He was married De- 
cember 8, 1844, to Miss Mary Hull. In 1847, he re- 
moved to Muncie and took charge of the seminary 
there for three years, when he removed to New Castle 
and took charge of the seminary for five years in con- 
nection with Rev. R. B. Abbot. In New Castle he 
was also Deputy County Treasurer, and was elected to 
the State Legislature for one term. In 1855, he was 
elected Auditor of Henry County, which position he 
held for eight years. He next moved to Muncie in 
1863, and to Iowa in 1865. He, however, returned to 
Winchester in 1866, and settled there as superintendent 
of the graded-schools, where he remained until his de- 
cease. He was a consistent Christian, and was licensed 
to preach in his twenty-third year. His teaching was 
a labor of love, and bore fruit in the characters of the 
students that placed themselves under his tuition. 
With him, kindness and firmness were so blended as 



EMINENT EDUCATORS. 6/ 

to command the universal esteem of patron and 
pupil. 

Z. B. Sturgus was educated at Salem, Indiana, and 
at Hanover College. He taught at the former place 
with Hon. John I. Morrison, and after graduating at 
Hanover went to Charlestown, Clarke County, and there 
remained and taught a classical school some eighteen 
years. After losing his hearing, Mr. Sturgus gave up 
teaching and accepted a clerkship in the Department 
of the Interior, at Washington, D. C, where he is at 
present. 

Rev. Martin M. Post was born December 3, 1805, 
in Cornwall, Vermont. His father, Martin Post, was a 
lawyer in Middlebury, Vermont. Mr. Post graduated 
from Middlebury College in 1826, and from Andover 
Theological Seminary in 1829. In the fall of the same 
year he emigrated to Indiana and located at Logans- 
port, where he organized a Presbyterian church, and 
was its pastor forty years. He first taught in Indiana 
in 1838-9, and was principal of the Cass County Sem- 
inary from 1849 to 1854. 

Mrs. Lucretia H. Post, wife of the above, was also 
one of the early teachers of Logansport, having taught 
there as early as 1833. 

Among the early school-masters of Logansport the 
following may be mentioned: John McKinney, 1828-9; 
George Lyon, 1829-31; Rev. H. A. Hunter, 1 830-1 ; 
Mrs. John B. Turner, 1829-31; Thomas J. Wilson, 
1831; Selba Harney, 1832. 

Cornelius Pering was born in 1806, in England. 
After teaching a short time in his native country, he 
emigrated to America in 1832; located in Bloomington, 
Indiana, and took charge of the Monroe County Fe- 



68 SCHOOLS OF INDIANA. 

male Academy. He presided over this school until 
1848, when he went to Louisville, where he took a 
private school, in which he continued twenty-six years. 
In 1874 he returned to Europe, and now makes his 
home in London. 

Rawson Vaile was born May 28, 18 12, in Winhall, 
Bennington County, Vt. He was educated in the 
common schools of Vermont, at Amherst Academy, 
and at Amherst College, Massachusetts, from which he 
graduated in 1839. Having taught three years in 
Massachusetts, in 1840 he removed to Indiana, and 
opened a school at Richmond, Wayne County. The 
writer, though a boy at the time, recollects well Mr. 
Vaile as an active worker in an Educational Conven- 
tion, held in Richmond in 1840 — the first convention 
of the kind in the State. After two years, Mr. Vaile 
removed to Centreville to take charge of the Wayne 
County Seminary, which he conducted until 1848. 
His labors as teacher ended here, but, after his re- 
moval to Kokomo, Howard County, his present resi- 
dence, he was for a number of years County Examiner. 
He has always taken an intelligent and hearty interest 
in the success of the public schools. 

RuFUS Patch was born April 16, 18 19, in Groton, 
Mass, He graduated at Western Reserve College in 
1 84 1, and studied theology in Lane Theological Sem- 
inary. In 1844, he took charge of Lagrange Collegiate 
Institute, and has retained that position twenty-two 
years out of the thirty-two that have since passed. 
He still labors in the same position, Mr, Patch was 
an active member of the Northern Indiana Teachers' 
Institute from 1849 ^^ iS54> ^"^^ was at one time its 
President. In 1854, he assisted in organizing the In- 



EMINEN r ED UCA TOES. 6g 

diana State Teachers' Association. A catalogue of the 
Lagrange Collegiate Institute, recently published, gives 
the number of pupils, during Mr. Patch's administra- 
tion, as 147 1, of which 859 were gentleman and 612 
ladies. Many of these are now prominent lawyers, 
physicians, teachers, ministers, farmers, merchants, etc. 
Rev. Ebenezer Tucker is a man so modest that he 
would not knowingly give any information of himself 
that could be wrought into a sketch. The writer has 
seen more or less of his worth for thirty years, and 
knows with what patient. Christian love he has labored 
for the elevation of the poor and ignorant. He was 
educated at Whitesboro, N. Y., and at Oberlin Col- 
lege. In 1846, he was selected as principal of Union 
Literary Institute, a manual labor school for colored 
people, located in Randolph County, Ind. Under dis- 
couragements that would sink any heart, not constrained 
by the love of God, he labored for ten years. Think- 
ing then that he should do something for his growing 
family, he removed to Jo Daviess County, 111. In 
1859, h^ was recalled to Indiana to take charge of Liber 
College, in Jay County. This school was opened in 
i853> by Rev. I. N. Taylor, who continued in it until 
Mr. Tucker took charge. Here, under the excellent 
instruction of these two gentlemen, hundreds of the 
youth of Jay County Were led up to and through the 
higher branches of knowledge, and scores of young 
men and women have been prepared to become teach- 
ers. Mr. Tucker next took charge of the schools of 
Union City, then of a college for colored people in 
New Orleans. After spending several years in faithful 
labor there and in Hinds County, Miss., he returned 
to Indiana, and has for the past two years been labor- 



70 SCHOOLS OF INDIANA. 

ing at the head of Union Literary Institute, his first 
love in this State. 

Mr. Tucker has few or no superiors as a teacher, 
E. P. Cole, A. M., was born at Bergen, N. J., and 
graduated at Miami University. He taught ten years 
in Ohio, and then came in 1849 ^^ Indiana, and took 
charge of Randolph County Seminary. In 1853, at 
the organization of the public schools of Indianapolis, 
Mr. Cole was made principal of the High School. 
The next year he took an active part in the organiza- 
tion of the Indiana State Teachers' Association, and 
in 1855 he presented a report to that body which re- 
sulted in the establishment of the Lidiana School Jotir- 
7ial. As an agent for the association he canvassed a 
large part of the State, obtaining subscribers for the 
Journal, and lecturing upon educational topics. In 
1857, he took charge of Monroe County Female Sem- 
inary, in which position he served till 1863. During 
this period he was one of the School Examiners, and, as 
such, managed the first Teachers' Institute ever held in 
the county. He has since been superintendent of schools 
at Wabash, Bloomington, Greencastle, and Washing- 
ton. During the past two years, Mr. Cole has had 
charge of Hopewell Academy, near Franklin, in John- 
son County. 

COLLEGE FACULTIES. 

Andrew Wylie, D.D., first president of Indiana 
State University, was born April 12, 1789, in Fayette 
County, Penn. His parents came from Ireland about 
the beginning of the Revolutionary War. He received 
his early instruction from his mother. He supported 



EMINENT EDUCATORS. J I 

himself while in college, and graduated with the first 
honor at Canonsburgh, Penn., in 1810. After serving 
one year as tutor in the same institution, he was unan- 
imously elected its president. In this position he 
served till 18 17, when he accepted the presidency of 
Washington College, only seven miles from Canons- 
burgh, hoping that he would be enabled to unite the 
two. In this, however, he did not succeed. In 1828, 
he was called to Indiana to take charge as president of 
the Indiana College. Here he performed the great work 
of his life, and though he was often opposed in his 
plans, sometimes by members of the faculty, his work 
stood the test of critical investigation. Twenty-two 
classes, including one hundred and forty young men, 
graduated at the State University under President 
Wylie, and large numbers of others were there, under 
his instructions, for a partial course. Many of his 
students have become eminent men, some as mission- 
aries in foreign lands, others as ministers in our own 
land, and others as members of Congress, supreme 
judges, professors in colleges, and in numerous other 
positions of honor and trust. His baccalaureates and 
other addresses were of a high order. His eulogy on 
Lafayette elicited a letter from Daniel Webster, in 
which he spoke of the production in the highest terms. 
He published several small works and numerous ad- 
dresses, and left two manuscripts — one on the training 
of youth, and the other on rhetoric. He died at 
Bloomington, November 11, 185 1, and a monument to 
his memory was erected by the students of the Univer- 
sity and the citizens of the town. 

William M. Daily, D.D., LL.D., was educated at 
Indiana State University, where he graduated in 1836. 



72 SCHOOLS OF INDIANA. 

He commenced preaching before he graduated. In 
1849, ^^ '^^'^^ elected professor of elocution in St. 
Charles College, Mo. From 1853 to 1859, ^^ "^^^ 
president of the Indiana State University. Since the 
war he has been doing missionary work among the 
freedmen in Louisiana. 

Cyrus Nutt, D.D., LL.D., was born in Trumbull 
County, Ohio, 18 14. His early education was received 
from his parents and from an occasional three months" 
school. At the age of eighteen he commenced pre- 
paring for college. After graduating at Meadville, Pa., 
he taught six months in the preparatory department of 
the same institution, and was then elected to take 
charge of the preparatory department of Indiana As- 
bury University. He traveled by steamboat and stage 
from Meadville to Putnamville, Indiana, and thence on' 
foot to Greencastle. In June, 1837, he commenced 
the work of opening this new institution in a small 
room of a one-story brick building. He remained in 
connection with this institution as professor of lan- 
guages six years, and afterwards returned in 1848 for 
one year, and again in 1857 for three years. He was 
also president of the Fort Wayne College one year, 
and of Whitewater College five years. During the last 
fifteen years of his life he was president of the Indiana 
University at Bloomington. He was a member of the 
Indiana State Teachers' Association from its organiza- 
tion in 1854. In 1 86 1, he was elected president of that 
body. He was a valuable member of the State Board 
of Education. He died at Bloomington, Indiana, 
August, 1875. 

Lemuel Moss, D.D., president of Indiana State 
University, was born in Boone County, Kentucky, in 



EMINENT EDUCATORS. 73 



1829, and removed to Dearborn County, Indiana, when 
he was four j'ears old. At the age of fifteen he 
entered the office of the Lawrcnccburg Register, as t}'pe- 
setter. During the next nine years he worked in the 
printing-offices of Cincinnati, and for a time was fore- 
man of the stereotype estabUshment of J. A. & U. P. 
James. At the age of twenty-two he married Miss 
Harriet Bingham, of Zanesville, Ohio, and two years 
after (1853) commenced his college course in the uni- 
versity at Rochester, N. Y. He graduated from this 
institution at the age of twenty-eight, and from the 
theological seminary at the age of thirty. The same 
year, i860, he commenced preaching in Worcester, 
Mass. During the war he was Home Secretary of the 
Christian Commission. In 1865, he was elected pro- 
fessor of theology in the University at Lewisburg, Pa. 
From 1868 to 1872, he was editor of the National 
Baptist, published in Philadelphia. In 1872, he held a 
professorship in Crozer Theological Seminary. In 1874, 
he was made president of the University of Chicago, 
and in 1875 he became the president of the Indiana 
State Universit}'. 

Daniel Read, LL. D., was Professor of Ancient 
Languages in Indiana State University from 1843 to 
1856, and as such gave instruction to many who are 
prominent men in this and other states. In 185 1 a new 
constitution was to be formed for Indiana, and Prof. 
Read was sent as a delegate to the convention to rep- 
resent Monroe County. At the organization of a nor- 
mal department in the State University, Mr. Read was 
placed at its head. In 1856 he was elected to a pro- 
fessorship in Wisconsin University, and afterwards to 

lud. 7. 



74 SCHOOLS OF INDIANA. 

the presidency of Missouri University, which position 
he still retains. 

Daniel Kirkwood, LL. D., was a son of John and 
Agnes Kirkwood, and was born, in 1814, in Hartford 
County, Maryland. At the age of twenty he entered 
the Academy at York, Penn., where he remained nine 
years, part of the time as pupil and the remainder as 
teacher of mathematics. In 1843, he was called by 
Col. John W. Forney and Hon. Thaddeus Stevens, di- 
rectors of Lancaster city schools, to the principalship 
of the Lancaster High School, He early gave atten- 
tion to the subject of astronomy, and in 1849 pub- 
lished his celebrated Analogy. This and subsequent 
papers, prepared by Prof Kirkwood, soon gave him a 
world-wide reputation among astronomers. In 1851 he 
was called to the chair of Mathematics in Delaware 
College. In 1856, he came to Indiana as Professor of 
Mathematics in the State University, in which position 
he is serving at this time. For several years he was 
editor of the mathematical department of the Indiana 
School Journal. His style of writing is concise. He 
has been a frequent contributor to various scientific 
journals, and his articles have been copied on both 
sides of the Atlantic. He has published two works on 
astronomy, in one of which he made predictions in 
regard to the lost cornet^ which subsequent observations 
have verified. 

Prof. Richard Owen, son of Robert Owen, was 
born at New Lanark, Scotland, 18 10, and was educa- 
ted at Hofwyl, in Switzerland. He came to Indiana, in 
1828. He taught three years in New Harmony, served 
a year and a half as captain in the Mexican War, as- 
sisted his brother David Dale Owen in the Geological 



EMINENT EDUCATORS. 75 

Survey of the North-west, served as professor in the 
Western Mihtary Institute, six years in Kentucky and 
three and a half in Tennessee, in which position he was 
associated with Hon. J. G. Blaine. He served as State 
Geologist of Indiana in 1859 ^'^<^ '^°- -^^ 1861, he be- 
came Lieutenant-colonel of the 15th Indiana Infantry, 
and, after the battle of Greenbrier, was promoted to a 
Colonelcy. In 1862, he took charge of 4^000 prison- 
ers, captured at Fort Donelson and detained at Camp 
Morton, and his treatment of them was such that when 
he was himself made prisoner at Mumfordsville, he was 
released without parole and his side-arms were returned 
to him. He was with Grant at the capture of Vicks- 
burg and with Banks in the Red River Expedition. 
Since 1863, he has worthily filled the chair of Natural 
Science in Indiana State University. 

Dr. John Finley Crowe, the founder of Hanover 
College, was born at Greenville, Tenn., 1789. He pur- 
sued his collegiate studies at Transylvania University, 
and his theological studies at Princeton. He conducted 
a female seminary for a time, at Shelbyville, Ky. In 
1822, he came to Indiana on the invitation of the 
church at Hanover, and in 1827 opened a grammar 
school at that place. This grew in numbers and influ- 
ence until 1833, when it was chartered as Hanover 
College. To this institution Dr. Crowe devoted the 
remainder of his life. Many were the trials through 
which he passed, but his cheerful faith, indomitable 
energy, and untiring perseverance, were equal to every 
emergency, and he lived to see the harvest of his sow- 
ing, in the ministerial services of his own sons, and 
of others who graduated at this institution. 

He was more than the professor, more than the pres- 



76 SCHOOLS OF INDIANA. 

ident — he was the founder and father of the college. 
His death occurred at Hanover, in December, i860. 

Rev. Sylvester Scovel, D. D., was born March 3, 
1796, in Peru, Berkshire County, Mass. After a four 
years' course he graduated at William's College, Mass- 
achusetts, in 1822, and at Princeton (N. J.) Theologi- 
cal Seminary, in 1825. He removed to Indiana in 
1829, laboring in Harrison, Ohio, and Dearborn County 
for ten years. In 1836, he became agent in the West 
of the Board of Domestic Missions, in which work he 
continued for ten years with remarkable energy and 
success. In 1846, Dr. Scovel was elected president of 
Hanover College. He died suddenly of cholera, July 
4, 1849, ^"^ '^^ midst of eminently successful labor. 

Dr. Thomas It. Thomas, chosen president of Han- 
over College after the death of Dr. Scovel, delivered 
his inaugural address in March, 1850, and continued 
at the head of the institution for five years. He was 
born at Chelmsford, Essex, in England, in 1812. The 
family, emigrating to America, came to Cincinnati in 
1 8 18. Dr. Thomas received his early education, and 
only college preparation from his father and mother, 
and graduated at Miami University in 1834. The then 
president of Miami was Dr. Bishop, for whom his 
pupil had the greatest love and reverence, and who 
exerted the chiefest influence on his subsequent life 
and character. After teaching first at Rising Sun, 
Ind., then at Harrison, and Franklin in Ohio, he be- 
came, in 1838, the pastor of the Presbyterian Church 
at Hamilton, Ohio, where he was still engaged when 
chosen to the presidency of Hanover College twelve 
years afterward. Dr. Thomas resigned his position in 
the college in 1854, to accept the chair of Biblical 



EMINENT EDUCATORS. TJ 

Literature and Exegesis in the New Albany Theolog- 
ical Seminary. These duties he discharged, till, four 
years afterwards, the seminary was removed to Chicago. 
Remaining in New Albany a time as stated supply to 
the Banks Street Presbyterian Church there, he ac- 
cepted a call to the First Presbyterian Church of Day- 
ton, Ohio, where he continued to preach for about 
thirteen years. In 1871, he was elected to, and ac- 
cepted the chair of New Testament Greek and Exege- 
sis in Lane Theological Seminary at Walnut Hills, 
Ohio. 

\\\ the fourth year of his labors there, he died of 
pleuro-pneumonia, February 2, 1875. 

Dr. Thomas was a man possessed of a retentive 
memory, persistent industry, accurate and varied schol- 
arship, great zeal in the cause of education, and justly 
deserved fame as an extempore speaker and pulpit 
orator. With no branch of learninsr taught in our 
colleges did he lack a scholarly acquaintance, except 
perhaps that of Modern Languages. Rev. S. F. Scovel, 
D. D., son of a former president of Hanover, now of 
Pittsburgh, Pa., thus writes: "As a teacher. Dr. 
Thomas was unsurpassed. He passed easily from de- 
partment to department, appreciating thorough work, 
and detecting shams every-where. His method was 
varied, but always intelligible. Adhering to the text- 
book, it Vv'as only as the body adheres to the spinal 
column. He built up upon text-books the thoughts 
and feelings of the whole subject. No question ever 
found him off his guard, and none ever frightened him 
into an unwary decision or harsh reproof .... 
As president, he came to a most difficult task, and 
never shrank from toil in accomplishing it. The finan- 



78 SCHOOLS OF INDIANA. 

cial question pressed all the time, in the form of sup- 
plying salaries from an inadequate fund, and urging a 
half-interested and struggling church to the work of 
builduig -^nd endowment. Along with this. Dr. 
Thomas entered quice as vlgcronsly upon efforts to up- 
lift the standard of scholarship, to mipice the meth- 
ods of teaching, to increase the library, apparatus, and 
cabinets. All the success possible under the circum- 
stances was won." 

When Dr. Thomas took charge of Hanover College, 
the number of students was about 1 50 ; the total en- 
dowment, ^30,000; his salary, as president, ^800, and 
that of the professors, ;$6oo each. It had been char- 
tered and in operation as a college fifteen years. 

The efforts of Dr. Thomas and his colleagues for the 
success of the college were not unrewarded. There 
was awakened an ambition and tone of scholarship 
which will be remembered by the students of those 
days with pride. The number in attendance increased 
each year — during the last year of his presidency it was 
203. 

Rev. Geo. C. Heckman, D. D., was born at Easton, 
Pa., January 26, 1825. He received his preparatory 
training in the academy of Rev. John Van Dervear, 
D. D. , at Easton, entering Lafayette College, Penn- 
sylvania, in 1841. He graduated in 1845, and entered 
the Theological Seminary at Princeton, N. J., from 
which he graduated in 1848. He was pastor of various 
Presbyterian churches in New York, Wisconsin, and 
Indiana, until 1870, when he was called to the presi- 
dency of Hanover College, Indiana, where he still 
remains. 

Elihu W. Baldwin, D. D., the first president of 



E MIA EN T ED UCA TORS. Jg 



Wabash College, was born December 25, 1789, in 
Durham, N. Y. He was a graduate of Yale College of 
the class of 18 12, and of Andover Theological Semi- 
nary of the class of 18 17. He became pastor of the 
Seventh Presbyterian Church in New York City, De- 
cember 25, 1820, and was elected to the presidency of 
Wabash College in February, 1835. He died Octo- 
ber 15th, 1840. As president of the college he was 
deservedly and universally popular; as a teacher and 
lecturer his talents were of a high order ; as a disci- 
plinarian he was mild and paternal ; as a preacher of 
the gospel he was uncommonly successful. In all the 
various relations he sustained to the church and the 
commonwealth at large, Dr. Baldwin acted well his 
part, and impressed the influence of a noble character 
upon his age. 

Charles Wihte, D. D., second president of Wa- 
bash College, was born 1795, at Randolph Mass. 
He was a lineal descendant of the Pilgrims. He grad- 
uated with first honors at Dartmouth College in 18 12, 
and pursued his theological studies at Andover. From 
1825 to 1841, he preached at Thetford, Vt. , Cazenovia, 
and Oswego, N. Y. In 1841, he accepted the presi- 
dency of Wabash College at Crawfordsville, Ind., in 
which position he served acceptably during the remain- 
der of his life. 

He published a number of sermons, addresses, 
essays, etc., besides a volume of nearly 500 pages. 
He died suddenly, October 29th, 1861. 

Joseph F. Tuttle, D.D., third president of Wabash 
College, was the son of Rev. Jacob Tuttle, and was 
born in New Jersey, 1818. He received his early edu- 
cation at Newark Academy and at Granville, Ohio; 



80 SCHOOLS OF INDIANA. 



graduated with first honors at Marietta College in 
1841 ; the same year he entered Lane Theological Sem- 
inary. He preached two years at Delaware, Ohio, and 
fifteen years at Rockaway, N. J. In 1862 he was 
called to the presidency of Wabash College. In this 
position he has now been fourteen years, doing valua- 
ble service for the cause of education. Dr. Tuttle's 
sermons at home and abroad, his chapel lectures, and 
his many addresses before lyceums and literary socie- 
ties, have all been of an elevated character, and are 
deservedly popular. 

John L. Campbell, LL. D., \.\\^ projector of the Ccii- 
teniu'al celebration and National Exposition, was born at 
Salem, Washington County, Indiana. His early educa- 
tion was received in Salem Academy. In 1848, he 
graduated at Wabash College, and about a year after- 
wards was appointed tutor in the same institution. In 
1851, he became principal of the preparatory depart- 
ment. * In 1854, he was elected Professor of Mathemat- 
ics, Natural Philosophy, and Astronom}^ This posi- 
tion he still holds. In 1864, he delivered an address at 
the Smithsonian Institute on the life and teachings of 
Galileo. The occasion of this address was the comple- 
tion of the third century since the birth of the great 
philosopher. This occasion suggested to Prof. Camp- 
bell the idea of holding tlie International Exposition 
and Centennial Celebration of 1876 at Philadelphia. 
In 1866, he addressed letters to Hon. Henry S. Lane, 
U. S. Senator, and Hon. Morton McMichael, mayor of 
Philadelphia, on the subject. The initiatory steps were 
taken, and the Centennial Commission was organized 
with Pi'of. Campbell as a prominent member. Since 
1873 he has held the office of Permanent Secretary of 



EMINENT EDUCATORS. 



the Commission, and has labored almost incessantly for 
the success of the enterprise. 

Bishop Matthew Simpson, the first president of 
Indiana Asbury University, was born in Cadiz, Ohio. 
He was educated in the common schools at home, and 
at Connellsville, Pa. He studied medicine, and for 
a while practiced it. In 1839, ^^ was Professor of 
Natural Science and Mathematics in Alleghany College, 
when he was elected to the presidency of Indiana As- 
bury University, which position he filled with remarka- 
ble success until 1848. He then removed to Cincin- 
nati and edited the Western Christiati Advocate until 
1852, when he was elected Bishop of the M. E. 
Church. As president, his influence over the students 
was almost unbounded. They loved him, and do we 
not serve vv-hom we love? In the pulpit his voice is 
soft and full of entreaty, and receives its authority 
from the love he bears to God, rather than from the 
schools of men. 

L. W. Berry, D.D., of whom the vvTiter can learn 
little, was elected the second president of Asbury Uni- 
versity in 1849. In 1855, ^is was elected president of 
Iowa Wesleyan University. He died in July, 1858. 

Daniel Currv, D.D., was born November 26, 1809, 
in Peekskill, N. Y. He graduated at the Wesleyan 
University in 1827; was Professor of Greek in Georgia 
Female College in 1839; ^'^^ elected president of 
Indiana Asbury University in 1854, and served three 
}'ears in this capacity. He edited Southcy's Life of 
Wesley, and a Life of Wicliffe. 

Bishop Thomas Bowman was born in Pennsylvania, 
18 1 7. He obtained his education at Wilbraham, 
Mass., Cazenovia, N. Y., and Dickinson College, Car- 



Si SCHOOLS OF INDIANA. 



lisle, Penn. At the last named institution he gradu- 
ated in 1837. After studying law one year, he gave it 
up in the spring of 1839 ^"^^ commenced preaching. 
In 1840, he took charge of the Grammar School of 
Dickinson College. In 1848, he organized Dickinson 
Seminary at Williamsport, Penn., where he remained 
ten years. In 1858, he was called to the presi- 
dency of Indiana Asbury University. He was a suc- 
cessful and popular president. He was elected chap- 
lain of the U. S. Senate in 1864, and in 1872 the Gen- 
eral Conference elected him to the responsible office of 
Bishop of the Methodist Church. His residence since 
that time has been in St. Louis, Mo. 

Reuben Andrus, LL.D., was born in Jefferson 
County, New York, in 1824. His early life was spent 
upon a farm in Fulton County, 111. At the age of 
twenty-one he entered the preparatory department of 
Illinois College at Jacksonville. Having no means, he 
worked his way through college in five years, and at 
once entered the ministry. In 1866, he organized 
Quincy College, but remained in charge of it only one 
year. In 1872, he was called to the presidency of As- 
bury University, which position he filled with ability 
three years. 

Alexander Martin, D. D. , son of James Martin 
and Janet Urquhart, was born January 24, 1824, in 
Nairnshire, Scotland. He graduated from Alleghany 
College in 1847, "'^ which institution he served ten 
years as professor of Greek. In 1867, he was elected 
first president of West Virginia University, in which 
position he served until 1875, when he was elected 
president of Indiana Asbury University. This position 
he now holds. 



EMINENT EDUCATORS. 83 

Silas Bailey, D. D. , was born in Worcester County, 
Mass., June 12, 1809, and died in Paris, France, June 
30, 1874. 

He lived on a farm until he was nineteen years old, 
when he went to Amherst, Mass., and prepared for 
college. He entered Brown University in 1830, and 
remained till the spring of 1834, when he left college, 
and took charge of Worcester Academy. About 1839, 
he commenced preaching in Thompson, Conn. In 
1847, he went to Granville, Ohio, as president of 
Granville College. In 1852, he became president of 
Franklin College at Franklin, Indiana, in which ca- 
pacity he labored faithfully for ten years, when his 
health failed, and he was compelled to give up 
teaching. 

After a iow years rest at Lafayette, he again at- 
tempted to teach as professor of metaphysics in Kala- 
mazoo College, Michigan. He remained there but a 
short time. In 1873, he went to France, where he 
survived only a few months. His large library, and 
the most of his property, he left to Franklin Col- 
lege. 

W. T. Stott, was born May 22, 1836, in Jennings 
County, Ind. In his fifteenth year he was sent to 
Sardinia Academy, where he studied for three years. 
In 1856, he entered Franklin College, where he grad- 
uated in 1 86 1. In August, of the same year, he joined 
the 1 8th Indiana Volunteer Infantry, in which he 
served two years as private and two years as captain 
of the company in which he enlisted, commanding his 
regiment in the battle of Cedar Creek. In 1865, he 
entered Rochester Theological Seminary, from which 
he graduated in 1868. In 1869, he accepted the chair 



84 SCHOOLS OF INDIANA. 



of Natural Science in Franklin College. In 1872, he 
spent a few months teaching in Kalamazoo College, 
Michigan, and in the same year was called to the pres- 
idency of Franklin College, which position he now 
fills. 

Reuben D. Robinson, D. D. was born near Urbana, 
O., in 1818, and was educated at Indiana Asbury 
University, graduating in 1843. Two years later, he 
entered the Northern Indiana Conference. His edu- 
cational work has been in connection with the Fort 
Wayne College, of which he has been president nearly 
twenty years. 

Other Presidents of Fort Wayne College were 
A. C. Huestis, Rev. G. M. Round, Rev. C. Nutt, 
Rev. Samuel T. Gillett, Rev. Samuel Brenton, Rev. F. 
M. Heminway, and Rev. J. B. Robin.son. 

Thomas Harrison was born in England, 18 13, 
where he received an academic education. He came 
to America in 1835. As associate publisher of the 
Springfield Ohio Pioneer and assistant editor of the 
Western Christian Advocate, he spent his time till 
1848. Since 1849, ^^^ ^'^'^^ devoted his energies to 
teaching. He was eight years at Linden Hill Acad- 
emy, New Carlisle, O., and six years president of 
Moore's Hill College, Indiana. He has also taught at 
Brookville and some other places, and for several 
years past has been principal of Shelby ville High 
School. He is the author of the numeral .system of 
musical notation, in which several books have been 
published by himself and others. He is also the au- 
thor of a work on elocution. 

Allen R. Benton was born October i, 1822, in 
Cayuga County, N. Y. In 1843, he entered Fulton 



EMINENT ED UCA TORS. 8 5 

Academy, and in 1845, Bethany College, Virginia, 
Alexander Campbell, president. From here he grad- 
uated with honors as Bachelor of Arts in 1847. In 
1848, he became principal of Farmers Academy, 
Rush County, Ind. In 1855, he accepted the profes- 
sorship of Languages in the North-western Christian 
University at Indianapolis, and in 1861 the presidency 
of the same. The next three years he was professor 
and president of Alliance College, Ohio, and was then 
elected chancellor of the University of Nebraska at 
Lincoln, which position he still occupies. Having been 
lately elected to a professorship in Lne North-western 
Christian University, he has signified his intention to 
accept and return to the field of his former labors at 
Indianapolis. It may be truly said of President Ben- 
ton that he bends all his energies to the success of 
his work, whether at the head of an institution or in 
one of its chairs. He is truly ranked with the first 
educators of his day. 

Otis A. Burgess was born August 26, 1829, in 
Thompson, Windham County, Conn. His opportuni- 
ties for education were poor until he was seventeen, 
when he entered Norwich Academy, N. Y. He re- 
mained here but a short time, and then left to teach 
his first school. At the age of eighteen, he emigrated 
to Woodford County, 111., where he taught during the 
four following years. He then resolved to prepare for 
the pulpit. For this purpose he entered Bethany Col- 
lege, Virginia, and studied under Alexander Campbell. 
In 1854, he graduated and received the degree of A. B. 
He returned to Illinois, and was one year acting-presi- 
dent of Eureka College. Since that time his labors 
have been divided between the pulpit and the profes- 



86 SCHOOLS OF INDIANA. 

sor's chair, in both of which he has had constant 
success. 

In 1868, he became president of the North-western 
Christian University, in which position he has contin- 
ued until this time, excepting a two years' absence in 
Chicago, as pastor of a congregation of the Christian 
Church. 

Nicholas Summerbell was born March 8th, 18 16, 
at Peekskill, N. Y. Of his education the writer has no 
data. In 1859, he was elected the first president of 
Union Christian College at Merom, Ind., over which 
he presided for six year^ gaining and keeping the love 
and confidence of the students and friends of the insti- 
tution. He resigned to return to the ministry in 1865, 
leaving the college with full classes and clear of liabili- 
ties. 

Dr. Summerbell is better known as a preacher, de- 
bater, author, and champion of his adopted Christian 
Church than as a teacher. 

Thomas Holmes, D. D., second president of Union 
Christian College, was born November 24, 18 17, in 
the town of Royalton, N. Y. His life from 1835 to 
1843, was one of alternate teaching and preparation for 
college. He entered Oberlin in 1843, and graduated 
in 1847. •'■''' '85 3' 1''^ commenced service as Professor 
of Greek in Antioch College, Ohio. In 1855, having 
leave of absence, he sailed for Europe, to continue the 
study of Greek in the German Universities at Bonn, 
Berlin, and Geneva. He returned in 1857, and was 
pastor of churches, successively, in Portsmouth, N. H., 
Fall River, Mass., Schoharie, N. Y., from 1857 to 1865, 
when he was called to the presidency of Union Chris- 
tian College, at Merom, Ind., which position ho held 



EMINENT EDUCATORS. 8/ 



until 1875, when he resigned and removed to Ann 
Arbor, Mich. 

Lettice Smith Holmes wife of the above, and nine 
years professor of German, French, and Latin, in 
Union Christian College, was born May 8, 1823. In 
addition to her thorough education at Oberlin, she 
went to Europe and continued her studies with her 
husband. 

William A. Jones, A. M., President of Indiana 
State Normal School was born in Middlesex County, 
Conn., 1830. His education was obtained in the com- 
mon schools of his native State and at Williston Semi- 
nary, in Massachusetts. He taught district school in 
Bristol, Conn., and "boarded round." He served 
three years as secretary and treasurer of a manufac- 
turing establishment. In 1856, he went to Illinois. 
He taught seven years at Altona and was six years su- 
perintendent of schools at Aurora. In 1870, he was 
elected president of the Indiana State Normal School 
at Terre Haute, which position he accepted, and com- 
menced at once the work of organizing that institution. 
He has been eminently successful in bringing this 
young institution up to the standard of the best Nor- 
mal Schools in this country. 

Mr. Jones is also a working member of the State 
Board of Education and a valuable addition to the 
State Teachers' Association. 

Joseph Moore, A. M., was born in 1832, in Wash- 
ington County, Ind. His early education was obtained 
mostly in the public schools, until he was eighteen 
years of age, when he commenced to teach. In 1853, 
at the age of twenty-one, he entered as a pupil in the 
Friends' Boarding School at Richmond, Ind. The 



88 SCHOOLS OF INDIANA. 

next year he was employed in the same as a teacher, 
continuing until 1859, when he entered Harvard Uni- 
versity. In this institution he spent two years in the 
study of chemistry, botany, and comparative anatomy, 
under Professors Horsford, Gray, and W}'man. He 
was also greatly benefited by attending the lectures of 
Prof Agassiz. Here he received the degree of Bache- 
lor of Science. In 1862, he became professor of chem- 
istry and botany in Earlham College. In 1868, the 
honorary degree of A. M., was conferred on him by 
Haverford College, of Pennsylvania. In 1869, he w^as 
made president of Earlham College, which position he 
has held to the present time. 

The principal service he has rendered to education, 
besides teaching, has been the collection of the Earl- 
ham Cabinet of Natural History, which has received 
important additions the past year by his visit to the 
Sandwich Islands. Joseph Moore is loved and re- 
spected by all who know him either as a friend, a 
teacher, a citizen, a lecturer, or as a minister of the 
gospel. 

A. C. Shortridge was born October 22, 1833, in 
Henry County, Indiana. He was educated at Fair- 
view, Rush County, and at Green Mount, near Rich- 
mond. He taught three years at Milton and Dublin ; 
was then made Professor of Mathematics at Whitewater 
College, which institution he leased in 1856, conduct- 
ing it for five years. Prof Shortridge was one of the 
Wayne County teachers who in 1854 assisted in organ- 
izing the Indiana State Teachers' Association. He has 
attended every annual meeting of that body for the 
past twenty-one years. In 1863, he was called to 
superintend the Indianapolis schools, which he organ- 



EMINENT EDUCATORS. 89 

i^ed and brought up to the standard of the best in the 
West. In 1874, after eleven years' successful service, 
he resigned to accept the presidency of Purdue Uni- 
versity. This position he has just resigned, and is now 
a resident of Indianapolis. He has been connected as 
publisher or associate editor with the Little Chief, the 
Indiana Teacher, the Educationist, and the Indiana School 
Journal. 

Sarah Allen Oren is a native of Clinton County, 
Ohio, and was educated at Antioch College while 
Horace Mann was president. She came to Indiana in 
1868, since which time she has been a teacher, except 
the two years while she was State Librarian. At this 
time she occupies the chair of Botany in Purdue Uni- 
versity. 

Lewis Prugh was born March 5, 1840, in Madison 
County, Ohio. When fifteen years of age, he entered 
the preparatory department of Antioch College, from 
which he graduated in 186 1. The next year he taught 
in the Old Academy, at Merom, Ind. In 1862, he was 
Professor of Latin in Antioch College. In 1866, he 
was principal of East Hamburg Academy, near Buffalo. 
In 1869, he took charge of the graded-school at P"ort 
Branch, Ind., and in 1872 he was elected president of 
Vincennes University, which position he still holds. 

Ryland T. Brown was born in Mason County, Ken- 
tucky, October, 1807, and was educated in the com- 
mon schools of Clermont County, Ohio, until his four- 
teenth year. He removed to Rush County, Indiana, 
in 1 82 1, and commenced teaching in the common 
schools in 1826. During his leisure hours he pursued 
the study of medicine, and attended the sessions of the 

Ohio Medical College of 1827-8 and 1828-9, at the 
Ind. s. 



90 SCHOOLS OF INDIANA. 

close of which he received the degree of M. D. In 
1830, he located as physician in Connersville, and con- 
tinued the study of Natural Science, teaching classes in 
chemistry in the winter, and botany in the spring. In 
1844, he moved to Crawfordsville. At this time he 
began the special study of geology, and the examina- 
tion of the adjacent coal-fields. Wabash College con- 
ferred on him the honorary degree of A.M. in 1850, 
He was appointed State Geologist by Gov. Wright in 
1854, and Professor of Natural Science in the North- 
western Christian University in 1858, in which capacity 
he served thirteen years. In 1871, he was appointed 
Chemist-in-Chief of the Department of Agriculture at 
Washington, D. C. The following year he published 
his Physiology and Hygiene. In 1873, he resigned his 
position, returned to Indiana, and received his appoint- 
ment of Professor of Physiology in the medical depart- 
ment of the Indiana State University, of which depart- 
ment he is now president. 

SUPERINTENDENTS OF PUBLIC INSTRUCTION. 

Hon. William C. Larrabee was born at Cape Eliza- 
beth, Maine, in 1802. He obtained his education 
through difficulties, and graduated at Bowdoin College, 
1828. He taught two years at Alfred, Me., one year at 
Middletown, Conn., and then became principal of the 
Oneida Conference Seminary at Cazenovia, N. Y. , 
where he did valuable service, educating seven who 
were afterwards presidents of colleges, twenty-seven 
principals of seminaries, and twelve editors of religious 
periodicals. Among these may be mentioned Dr. 
Tefft, Bishop Bowman, and P. B. Wilber. In 1835, he 



EMINENT ED UCA TORS. 9 1 



returned to Maine to take charge of the Maine Wes- 
leyan Seminary, where his success was as eminent as it 
had been at Cazenovia. In 1841, he came to Indiana as 
a professor in Asbury University. While in that posi- 
tion he wrote and pubHshed several works, and v/as 
a regular contributor to the Ladies Repositcvy. In 
1852, he was elected first Superintendent of Public In- 
struction. In 1854, he was defeated in the canvass for 
a second term, but was elected again in 1856. He re- 
tired from office in January, 1859, and died the follow- 
ing May. 

Hon. Caleb Mills, the second Superintendent of 
Public Instruction for Indiana, was born in Dunbarton, 
New Hampshire, July 29, 1806. He graduated at 
Dartmouth College, 1828, and afterwards attended 
Andover Theological Seminary. In 1833, he accepted 
the position of principal of a preparatory school at 
Crawfordsville, which afterwards ripened into Wabash 
College. He was chosen Professor of Greek Language 
and Literature, a position he has eminently filled most 
of the time since. Prof Mills was author of a series 
of valuable papers, whose object was to arouse the peo- 
ple of the State to a realization of their educational 
needs. These papers were pubHshed as ' ' An Address 
to the Legislature." The agitation resulted in a vote 
by the people of the State in 1848 in favor of free 
schools. 

In 1854, Prof Mills was elected Superintendent of 
Public Instruction. During his official term of two 
years and three months he made three reports, in 
which were elaborately discussed many topics of vital 
importance to the success of the public school system. 
After his term of office expired, he returned to his 



92 SCHOOLS OF INDIANA. 



professorship in Wabash College, where he is still con- 
nected. 

Hon. SaxMUEl L. Rugg v/as born in 1805, in Oneida 
County, N. Y. Of his education, the writer has no 
account. He removed to Indiana about 1836, and 
took a prominent part in improvements in Adams 
County, where he resided. He v/as principal proprie- 
tor of Decatur, its county seat. He represented Al- 
len and Adams Counties in the State Senate. He was 
Superintendent of Public Instruction for the State from 
1859 to 1 86 1, and from 1863 to 1865. Near the close 
of his last term, he united very cordially u'ith his suc- 
cessor in efforts to increase the usefulness of the 
school system by securing proper legislation. In the 
performance of his duties as officer, he gave general 
satisfaction. He died on the 28th of March, 1871, in 
Nashville, Tenn., after a protracted illness. 

Hon. Miles J. Fletch'er was born in 1828, in In- 
dianapolis. He graduated in 1852, at Brown Univer- 
sity, Providence, R. I., and at once took position as 
professor of English Literature in Indiana Asbury 
University at Greencastle. After eight years service 
in this position, he was elected in i860 to the office 
of Superintendent of Public Instruction. He entered 
upon his duties with that enthusiasm for which he was 
noted, and bade fair to do much valuable work; but 
during the civil v.'ar he was called away much of his 
time to assist in organizing the regiments that were 
preparing for the field. He was killed in a railroad 
accident. May 10, 1862, while on an errand of mercy 
to sick and wounded soldiers. 

Hon. Sam'l K. Hosiiour, A. M., was born Dec. 9, 
1803, in York County, Pa. With work in summer and 



EMINENT EDUCATORS. 93 



school in v/inter, time passed until his seventeenth 
year, with little desire for mental improvement. At 
this time, however, he was called into service as a 
country school-master. This position aroused him, 
and so increased his thirst for an education, that he 
placed himself under the supervision of Dr. J. G. 
Schmucker, of York, Pa. In 1824, he was transferred 
to a theological institution at New Market, Va., under 
the instruction of Prof. S. S. Schmucker, and two 
years afterwards attained his first pastoral charge. 
Having emigrated to Indiana in 1835, he was tendered 
the supervision of the Wayne County Seminary at 
Centerville, which was accepted. He continued here 
three years as teacher and preacher, when he accepted 
the principalship of the Cambridge City Seminary, 
where he continued seven years. In Wayne County, 
he is remembered as one of the faithful and efficient 
teachers. 

In 1855, he was elected president of the North-west- 
ern Christian University at Indianapolis, but at the 
end of three years he became, from choice, professor of 
Modern Languages. In 1862, after the death of Super- 
intendent M. J. Fletcher, Prof Hoshour was appointed 
to fill the unexpired term. Prof Hoshour has just 
been made glad by his friends, parishioners, and former 
pupils in their hearty celebration of his golden wedding. 

Hon. George W. Hoss, LL. D., was a native of 
Ohio. He came to Indiana in 1836, and worked on a 
farm till 1845, when he entered college at Greencastle, 
where he graduated in 1850 — having in the mean-time 
earned his support, partly by teaching three hours per 
day in a female seminary. Since that tim.e, he has 
been constantly in the educational work. He spent 



94 SCHOOLS OF INDIANA. 

two years at Muncie, twelve years at Indianapolis in 
the Institute for the Blind, the Indiana Female Col- 
lege, the North-western Christian University, and as 
superintendent of the city schools. In 1864, he was 
elected superintendent of Public Instruction for the 
State, and was re-elected in 1866. During his two 
terms of office he aided in securing the passage of the 
Normal School bill and the re-enactment of the law 
permitting local taxation for the support of public 
schools. In 1868, he was elected professor of English 
Literature in the State University, which position he 
has retained ever since, except for an interval of two 
years while he was president of the Kansas State Nor- 
mal School. Prof. Hoss was one of the pioneer insti- 
tute vv^orkers in Indiana, and in this field has done 
much valuable work. He has been an active member 
of the State Teachers' Association, which he assisted 
to organize in 1854. From 1862 to 1871 he was 
editor of the Indiana School Journal. 

Hon. Barnabas C. Hobbs, LL. D., was born in 
Washington County, Ind., 181 5, and hence was fa- 
miliar with pioneer life. 

He received instruction, first in the " Old log 
school-house," and afterv/ards in the County Seminary 
presided over by John I. Morrison. 

Later, he attended Cincinnati College, where he re- 
ceived instructions from Dr. W. H. McGuffey, Prof. 
O. M. Mitchel, and Hon. Edward D. Mansfield. 
He taught four years in Jefferson County, Ohio, as 
principal of Mt. Pleasant Boarding School. 

In 1843, he came to Richmond, Ind., where he re- 
mained, teaching some years, part of the time in the 
Friends' Boarding School, since, Earlham College. In 



EMINENT EDUCATORS. 95 

185 1, he went to Parke County, and took charge of 
the Bloomingdale Academy, where he remained fifteen 
years. He was an early member of the Indiana State 
Teachers' Association, and a strong advocate of Nor- 
mal Schools. After serving two years as first presi- 
dent of Earlham College, he was elected to the office 
of Superintendent of Public Instruction. He advocated 
and succeeded in securing the establishment by the 
state of a reform school for juvenile offenders. The 
degree of A. M. was conferred upon him by Wabash 
College in 1858, and that of LL. D. by the State 
University in 1870. In 1871, he returned to Bloom- 
ingdale, where he still resides. He is a member of 
the Normal School Board, and of the Board of Trus- 
tees of the Terre Haute Polytechnic Institute. 

Hon. Milton B. Hopkins was born April, 1821, in 
Nicholas County, Ky. His early advantages for an ed- 
ucation were not good, but his industry was untiring, 
his ambition great. With these, by the aid of a pri- 
vate tutor, he mastered Latin and Greek. In 1842, he 
married and commenced preaching at Milroy, Rush 
County, Ind. We next find him in Cincinnati as one 
of the editors of the American Christian Review. His 
health giving wa}', he returned to Rush County. 

He was then, successively, teacher of district school in 
Rush County ; Principal of Farmer's Academy, Clinton 
County; Principal of the High School in Boone County; 
Principal of Ladoga Academy, Montgomery County ; 
and president of Howard College of Howard County. 
In 1870, he was elected Superintendent of Public In- 
struction, and in 1872, was re-elected to the same office. 
Aug. 16, 1874, he died at his residence in Kokomo. 
His manly common sense and logical frame of mind 



96 SCHOOLS OF INDIANA. 

compensated in a measure for his lack of early training. 
In his talks v/ith trustees and county officers, he Vv'as 
eminently successful in enlisting them in the work of 
education. Li this popular work, his office never had 
a superior in this State. He was a man of great socia- 
bility, courtesy, and politeness. In his death the State 
lost an eminent and faithful citizen, and his family a 
good husband and father. 

Hon. a. C. Hopkins, son of the above, filled very 
satisfactorily the unexpired term caused by the death 
of the father. 

Hon. James H. Smart was born in June, 1841, in 
Centre Harbor, N. H. He received his early educa- 
tion in the school of his father. Dr. W. H. Smart, who 
was one of the old New England school-masters. He 
obtained a thorough academic education, with special 
reference to being fitted for the teacher's profession. 
He commenced teaching in 1858, and will thus, at the 
close of his present term of office, have been in the pro- 
fession more than eighteen years. He was associate 
editor of the Nevv^ Hampshire Journal of Education, 
and taught in various village schools in New Hampshire 
for four years. In 1863, he removed to Toledo, Ohio, 
where he remained for two and a half years, teaching 
in responsible positions ; he was then elected super- 
intendent of the public schools of the city of Fort 
Wayne. This position he held for ten years, during 
which time his schools bore a reputation for discipline, 
scholarship, and general advancement, second to none 
in the State. He was a member of the State Board 
of Education, also, in 1873, was President of the State 
Teacher's Association. In 1874, he was elected State 
Superintendent of the public .>^chools of Indiana. In 



EMINENT EDUCATORS. 97 

the same year, Dartmouth College conferred on him 
the honorary degree of Master of Arts. His untiring 
energy and powers of organization have brought him 
great credit as State Superintendent. 

MEMBERS OF STATE BOARD OF EDUCATION. 

George P. Brown was born November loth, 1836, 
in Ashtabula County, Ohio, and received his school 
education at Grand River Institute in Austinburgh, 
Ohio. He taught his first school in the winter of 
1852-3. In 1854, he taught in Geauga County. From 
1855 to i860, he was principal of a union school in 
Waynesville, Ohio. From i860 to 1865 he was super- 
intendent of schools in Richmond, Ind. During the 
school year of 1865-6, he superintended the schools of 
New Albany. The next two years he was again in 
Richmond. He took charge of the Indianapolis High 
School in February, 1871, and was elected superinten- 
dent of the Indianapolis public schools, in place of 
A. C. Shortridge, resigned, in June, 1874. He is Sec- 
retary of the State Board of Education, has been con- 
nected with several educational periodicals, and is now 
associate editor of the Indiana School Journal. The 
different positions held by him, indicate the merit of 
the man. He has proven himself to be one of the 
ablest educators of the West. 

John M. Bloss was born January 21, 1839, in 
Washington County, Ind. His early education was 
obtained in the common schools. In 1854, at the age 
of fifteen, he entered Hanover College, from which he 
graduated in i860, receiving the degree of A. B. In 
1858-9, he was Tutor, and in 1 860-1, he had charge 

hid. 9. 



gS SCHOOLS OF INDIANA. 

of the schools of Livonia. At this time he volun- 
teered in the 27th Indiana Infantry, with which he re- 
mained until the close of the year 1864, when he 
entered the Ohio Medical College and took one course 
of lectures. In 1865-6, he taught at New Philadel- 
phia. The four years next ensuing he was principal 
of the Orleans Academy. From 1870 to 1875, he had 
charge of the Female High School in New Albany, 
during which time eighty-six pupils graduated, many 
of whom are now teaching. In 1875, he was elected 
to the superintendency of the Evansville public schools, 
which position he now holds. Since 1867, Prof. Bloss 
has done much valuable work in institutes in the south- 
ern part of the State. Prof. Bloss holds the second 
position as city superintendent in the State. Being 
young, modest, and a good student, his life gives 
promise of much usefulness. 

John S. Irwin was born April 4, 1825 ; took the 
degree of A.B. at the Western University of Pennsyl- 
vania in August, 1842, and the degree of M. EL at the 
University of Pennsylvania in 1847. ^^ was married 
at Pittsburgh, September 30, 1847, to Miss Martha C. 
Mahon. On account of ill health he was forced to 
abandon his profession, and took a position in the 
banking house of Allen Hamilton & Co., at Fort 
Wayne, Indiana, Dec. 8, 1853. In 1865, he was ap- 
pointed a member of the Board of Education for the 
city of Fort Wayne, and became Treasurer thereof, 
holding both positions until 1875. In 1870, he was 
made a member of the Board of Trustees for the State 
University, holding the position till January, 1876, 
when he resigned on account of becoming a member 
of the State Board of Education. In June, 1875, he 



EMINENT ED UCA TORS. 99 

was elected Superintendent of the Public Schools of 
the city of Fort Wayne, vice Prof Smart, now State 
Superintendent. In July, 1875, the State University 
conferred upon him the honorary degree of LL.D. 
Dr. Irwin's cultivated literary tastes have led him much 
among old books, of which he has a large and well se- 
lected library. He is a genial Christian gentleman. 

The other members of the State Board of Education 
are: Governor Thos. A. Hendricks, J. H. Smart, Dr. 
Lemuel Moss, Wm. A. Jones, and Hon. E. E. White, 
president-elect of Purdue University. 

OTHER PROMINENT TEACHERS AND SUPERIN- 
TENDENTS. 

A. J. Vawter was born September 12, 1823, in 
Jefferson County, Indiana. His early education was 
neglected. At the age of twenty-one, feeling the need 
of better culture, almost without money, he left the 
home of his boyhood and went among strangers to 
seek an education. For five years he studied in what 
is now Franklin College, paying his way by manual 
labor, after which he was one of its teachers for one 
year. He next taught in the county seminary, at 
Shelbyville, Ind., for four years. He was one of the 
original signers of the call which resulted in the for- 
mation of the State Teachers' Association, of which he 
was a member for many years. In 1855, he became 
superintendent of the public schools of Lafayette, which 
position he held at the time the graded-schools were 
prostrated by the adverse decision of the Supreme 
Court. After this he struggled on to bring the public 
sentiment of the State to a higher standard until 1862, 



100 SCHOOLS OF INDIANA. 

when he retired from the pubHc school work. He 
was one of the early advocates of a State Educational 
Journal, a State Normal School, and County Superin- 
tendency, all of which he has lived to see established. 
More recently he has been connected with Ladoga 
Seminary. Thousands of young people have received 
their education in whole or in part under his direction, 
many of whom are to-day honored members of the 
various professions. 

Thomas Charles is a native of Wayne County, 
Indiana, and was brought up on a farm, attending win- 
ter schools irregularly between corn-gathering and 
sugar-making. In 185 1, he commenced teaching in the 
schools of Randolph and Wayne counties. He re- 
mained until 1854, when he entered Antioch College, 
Ohio, under the presidency of Horace Mann. He 
graduated in i860, and immediately after commenced 
teaching, expecting to make it his business for life. 
He first established the Economy High School, and 
then the Newport High School, both of which were at- 
tended by many boarding pupils from surrounding 
townships and counties. In 1866, he became principal 
of the Indianapolis City Academy, which he conducted 
for three years. In 1869, he removed to Chicago to 
act as agent for the New York house of Charles Scrib- 
ner & Co., with which he is still connected. 

* Daniel Hough was born of Quaker parents, June 
II, 1827, in New Garden, Wayne County, Indiana. 
He attended the Friends' school of his native place, 
summer and winter, from his sixth to his twelfth year. 
The next five years he worked on a farm in summer, 



Written by the Editor. 



EMINENT ED UCA TORS. I O I 

and attended school in winter, at Beech Grove Semi- 
nary in Union County, and in the home school. In 
his eighteenth year he commenced teaching in the vil- 
lage school at home. He graduated in Farmer's Col- 
lege, near Cincinnati, Ohio, in 1849, under the tuition 
of Dr. R. H. Bishop, formerly president of Miami 
University. After teaching a short time in Leesburg, 
Ohio, he went to Cincinnati and commenced as an as- 
sistant in the public schools in the spring of 1850. 
Two years later he was made principal, and he con- 
tinued in this position till September, 1864, when he 
resigned and accepted a traveling agency for the house 
of Wilson, Hinkle & Co., of Cincinnati. Since 1866, 
he has been located in Indiana, and has done much 
valuable and gratuitous work as an instructor and 
lecturer in Teachers' Institutes. Upon leaving Cincin- 
nati, the city superintendent, Mr. Harding, in his re- 
port speaks of Mr. Hough as follows : ' ' For over 
fourteen years Mr. Hough gave his undivided at- 
tention to whatever would give efficiency to the school 
over which he presided. A more untiring, enthusiastic 
devotee to his profession it would be difficult to find. 
In attention to primary instruction, Mr. Hough stood 
in the front rank. No one better understood the 
wants of that department, and no one was more fertile 
in expedients to establish it on the right basis." 

D. EcKLEY Hunter, son of Rev. Hiram A. Hunter, 
and grandson of Major David Robb, was born January 
6, 1834, in Princeton, Indiana. He obtained his edu- 
cation as he could get it — first, in occasional country 
schools, and afterwards in seminaries and private 
schools at Princeton, Ind., Owensboro, Ky,, and in the 
State University. He commenced teaching at the age 



I02 SCHOOLS OF INDIANA. 

of sixteen, in Gibson County, at sixteen dollars per 
month. He taught two years in the district schools of 
Knox County, and one year in Monroe ; was two years 
principal of Bainbridge Academy in Putnam County, 
taught five years in Bloomington, was the founder of 
the graded-schools of that place, for three years was 
superintendent at Peru, and seven years at Princeton. 
He organized the graded-school at Princeton in i860, 
and the high school in 1871. His institute work and 
educational lectures have extended to more than forty 
counties in Indiana. In 1869, he was elected President 
of the Indiana State Teachers' Association, of which 
he had been a member since 1856. He was elected 
President of the Primary Section of that body in 1870, 
and to the same office in the Superintendent's Section 
in 1 87 1. In 1875, he was elected for hfe to the office 
of Permanent Secretary and ex-officio Treasurer in the 
same organization. He is the author of "Primary 
Charts," "Historical Cards," and "Object Lessons in 
Arithmetic and Inventive Drawing." 

Wm. a. Bell was born January 30, 1833, in CHn- 
ton County, Indiana, where he resided until his 
twentieth year. His early education was such as the 
common schools of the county afforded. In 1853, he 
entered the preparatory department of Antioch Col- 
lege, under President Horace Mann. After seven 
years he graduated in i860, and in the fall of that 
year went to Mississippi to teach, but the war com- 
pelled him to return. In 1861, he took charge of the 
schools of Williamsburg, Wayne County, where he 
remained two years. He was elected principal of the 
Second Ward School in Indianapolis in 1863, and the 
next year was made principal of the high school. In 



EMINENT EDUCATORS. IO3 

1865, he was superintendent of the schools of Rich- 
mond, Ind., but the next year again returned to the 
principalship of the IndianapoHs High School, which 
place he continued to fill until 1871. July 20, 187 1, 
he was married to Miss Eliza C. Cannell. He served 
as School Examiner of Marion County for four years, 
when the office of County Superintendent was created. 
In August, 1 87 1, he became sole proprietor of the 
Indiana ScJiool Journal; and since that date has devoted 
his time to its interests, increasing its circulation to 
4,000. In 1873, he was President of the State Teachers' 
Association. The last four years he has traveled much 
over the State, and has done excellent service in teach- 
er's institutes. He is now a member of the Indianap- 
olis school board. He is much loved and respected by 
all who know the value of a good man. 

John M. Olcott was born in 1833, in Dearborn 
County, Indiana. His father was from Waterbury, 
Conn., and his mother from Poughkeepsie, N. Y. 
His elementary education was obtained at home, his 
father having been a teacher. In 1850, at seventeen, 
he taught his first school, and in the year following 
entered Indiana Asbury University, from which he 
graduated in 1856. Immediately after graduating he 
was appointed superintendent of the schools of Law- 
renceburgh, the county-seat of his native county, which 
position he held for four years. He was next superin- 
tendent of the Columbus (Ind.) schools for three years, 
and in 1863, he accepted the superintendency of the 
public schools of Terre Haute, in which position he 
labored for six years. Mr. Olcott was also County 
Examiner for Vigo County three years. In 1865, he 
was appointed a member of the Board of Trustees 



104 SCHOOLS OF INDIANA. 

of the State Normal School, which place he held four 
years, acting as Secretary of the Board and Chairman 
of the Building Committee. In 1869, he was elected 
Professor of Mathematics in the State Normal School, 
which position he soon after resigned. Within the 
past decade he has done much institute work in the 
State. During the past five years he has been agent 
of Harper & Brothers, of N. Y. 

Alexander M. Gow descended from a Scotch-Irish 
ancestry, and was born in Washington, Washington 
County, Pennsylvania, 1828. He graduated at Wash- 
ington College in 1847, and soon commenced the study 
of law. This work was suspended for a time while he 
took charge for seven years of the schools of his native 
town. In 1857 h^ "^^'^s admitted to the bar, but the 
same year he removed to Dixon, III,, and again en- 
gaged in teaching. After a residence of ten years in 
that State, filling the positions of Superintendent of 
Dixon public schools and of Rock Island city schools, 
member of the State Board of Examiners, and editor 
of the Illinois Teacher, he came to Indiana as Superin- 
tendent of the Evansville public schools. The work 
done by Mr. Gow in these schools during the eight 
years he had charge of them has not been surpassed 
in any other city in the State. As a member of the 
State Board of Education, he has been identified with 
some of the prominent educational reforms of the 
State. In 1870, he was elected president of the 
Indiana State Teachers' Association. He is the author 
of a widely circulated work, entitled " Good Morals and 
Gentle Manners." He still resides at Evansville, Ind., 
and is prominently connected with the Educational De- 
partment of the Centennial movement. 



EMINENT ED UCA TORS. 1 05 

Wm. H. Wiley was born in Rush County, Indiana, 
December 28, 1842. In September 23, 1859, he entered 
the preparatory school of the North-western Christian 
University, where he graduated from the classical de- 
partment, June 24, 1864. After graduating from Bry- 
ant and Spencer's Commercial School, the degree of 
A.M. was conferred upon him by his alma mater, the 
North-western Christian University. April i, 1865, he 
commenced his work in Terre Haute as principal of the 
Fourth District School. The same year he was elected 
principal of the Terre Haute high school. This posi- 
tion he held four years, when he was elected superin- 
tendent, a position he has now held seven years. Mr. 
Wiley has attended the meetings of the State Teachers' 
Association since 1865. This body elected him presi- 
dent at its last meeting, December, 1875. Mr. Wiley 
is a good example of patient, persevering industry, 
united with a kind and gentle disposition. He has de- 
served success. 

J. T. Merrill was born April 11, 1839, ^""^ar 
Granville, Ohio. His parents died in his early youth, 
since which time he has worked his own way, manag- 
ing to earn enough each summer to pay his way 
through school in the winter. In 1856, having saved 
;^ioo, he entered Otterbein University, from which he 
graduated in 1862, being a tutor in the preparatory 
department while finishing his junior and senior years. 
He taught two years in Ohio ; then removed to La- 
fayette, and became principal of the high school. In 
1865, he married Miss Gertrude Deming, daughter of 
Dr. Elizur Deming. In 1867, he was elected super- 
intendent of the Lafayette schools, which position he 
now holds. 



I06 SCHOOLS OF INDIANA. 

Sheridan Cox, of Kokomo, was born in Harrison 
County, Ohio, Dec. 20, 1833; in 1834, was taken by 
his parents to Coshocton County, where he worked on 
the farm during the summer and attended the district 
schools in the winter; commenced teaching in 1854; 
taught district schools four winters, attending prepara- 
tory schools during the summers, two of which were 
spent at the McNeely Normal School of Ohio; entered 
the Ohio Wesleyan University in 1858, from which he 
was graduated in 1862; distinguished while in college 
for proficiency in mathematics; receiving the degree 
of A. M. in 1865 ; removed to Illinois in 1862, where 
he taught Latin and Greek one year in Marshall Col- 
lege ; in 1863, returned to Ohio and superintended the 
Roscoe Graded-Schools ; in 1864, superintended the 
Canal Dover Union School ; removed to Indiana in 
1865, and taught the Winchester Seminary one year; 
was principal of the Logansport High School in 1866; 
in 1867, was made superintendent of all the Logans- 
port public schools which he organized and graded ; re- 
mained there seven years, during which period the num- 
ber of teachers increased from eleven to twenty-three, 
and the number of pupils from five hundred to sixteen 
hundred; in 1873, took charge of the Kokomo public 
schools where he is still meeting with eminent success. 

Hamilton S. McRae was born in Harrison County, 
Ind. He was educated at the State University at 
Bloomington, where he graduated in 1857. After 
teaching one year in Maple Grove Academy, in Knox 
County, Ind., he commenced the study of law, which 
he practiced at Salem until the breaking out of the 
war. In 186 1, he enlisted, and served until wounded 
and discharged. He has since been identified with the 



EMINENT EDUCATORS. 10/ 

public school interests of the State, first, as principal 
of a ward building in Terre Haute, and afterwards as 
superintendent of schools at Vevay. During the past 
nine years, he has been doing good service as super- 
intendent of the schools at Muncie. 

Mrs. Emma (Montgomery) McRae, wife of the 

above, and daughter of Rev. Montgomery, of 

the M. E. Church, has been a successful teacher for 
more than ten years, and has greatly assisted her hus- 
band in the valuable work that has been done at 
Muncie. Both have done good service in the Indiana 
State Teachers' Association, and in numerous county 
and State institutes. 

Rev. J. H. Martin was born October ii, 1833, in 
Fayette County, Pa. He was educated at Woodvale 
Academy, Pa., and at the Ohio Wesleyan University. 
He taught from 1856 to 1859 i'"^ Middletown, Pa., when 
he came to Indiana, and was soon after made superin- 
tendent of the graded-schools at Franklin. In 1864, 
he became superintendent of the schools of Edinburgh 
and in 1866, he accepted the presidency of Brookvillle 
College. This position he resigned in 1869, because 
of the ill-health of his wife, and returned to Edinburgh 
to superintend the schools. In 1870, he was elected 
president of Moore's Hill College. Here he remained 
two years. In 1875, he was elected superintendent of 
the schools of Franklin and of the county of Johnson, 
both of which positions he now holds. 

Prof. Martin is an earnest man, and is ardently at- 
tached to his profession. This, with his ability, and 
the assistance of a noble wife make him eminently 
successful, whether in the pulpit or in the school-room. 

John Cooper was born in Augusta County, Va., 



I08 SCHOOLS OF INDIANA. 

1827. The family removed first to Ohio, and after- 
ward to Randolph County, Ind. In 1843, Mr. Cooper 
entered the county seminary at Winchester, Ind., 
under the superintendency of Rev. James S. Ferris. 
Here he remained three years, and then spent a num- 
ber of years in teaching, continuing his studies in the 
meantime, and graduating at Miami University in 
1857. Mr, Cooper's school-work has been one year 
in the district schools, four years as principal at Bluff- 
ton, thirteen years at Dublin, two years at New Castle, 
four years at Winchester, and two years as superin- 
tendent of the Richmond schools. He has also been a 
member of the Indiana State Teachers' Association from 
its organization in 1854, and for many years has been 
regarded as one of the leading educators of the State. 
Oliver H. Smith was born June 2, 1831, in Fayette 
County, Ind. When he was six years old his father 
died, leaving his mother in limited circumstances. 
His early education, was, therefore, somewhat ne- 
glected. In 1850, after having had his muscles hard- 
ened by an apprenticeship of four years at a trade, he 
entered Indiana Asbury University, from which he 
graduated in 1856, and received the degree of A. M. 
in 1859. He was next principal of Thorn town Acad- 
emy for six years, then of Danville Academy for two 
years. In 1862, he was elected president of Rockport 
Collegiate Institute, which position h& held for four 
years. The next three years he was minister of the 
M. E, Church at Bloomington and at Bedford. In 
1873, he was elected superintendent of the Jefferson- 
ville public schools, which position he held two years. 
Then he was elected to superintend the public schools 
of Rockport, which position he now holds. 



EMINENT EDUCATORS. IO9 

John K. Waltz was born February 24, 1840, in 
Floyd County, Indiana. His early education was ob- 
tained in district schools at home, and in Hedding 
Seminary, 111. In 1862, he entered Indiana Asbury 
University, from which he graduated in 1867, receiving 
the degree of A. M. in 1870. He commenced teaching 
in i860 in Floyd County; in 1867, he taught at 
Moore's Hill College; in 1868, he was superintendent 
at Attica; in 1869, principal in Indianapolis; in 1870, 
superintendent at Elkhart; and in 1874, superintendent 
at Logansport, which position he now fills. 

W. A. Boles was born July 7, 183 1, in Saratoga 
County, New York. He received a common school 
education in Trumbull County, Ohio. He served an 
apprenticeship and learned the trade of harness mak- 
ing ; worked at his trade nights and mornings, and at- 
tended school. He taught his first school in Summit 
County, Ohio, at ;^I3 per month and "boarded 
round." He commenced teaching in 185 1 in central 
Kentucky, and afterwards taught in the following 
places : New Albany, Ind. , Louisville, Ky. , five years, 
and as superintendent of the Shelbyville, Ind., schools 
since 1868. Mr. Boles has the ability to keep up the 
interest in his schools. 

David Graham was born January 13, 1826, in 
Franklin County, Ohio. He was educated in the com- 
mon schools, in Reynoldsburg Academy, Ohio, and in 
Hanover College, Ind. He taught in the common 
schools of Ohio from 1846 to 1853. In 1853, he re- 
moved to Indiana and took a principal's place in the 
New Washington graded-schools, Clarke Co. In 1862, 
he taught in Madison, Ind. He superintended the 
Madison schools for two years. In 1865, he was 



1 10 SCHOOLS OF INDIANA. 

elected superintendent of the Columbus, Ind., schools, 
which position he held four years, when he was elected 
to superintend the Rushville graded-schools, which po- 
sition he holds at the present time. He is a faithful 
and successful superintendent, and an upright Christian 
gentleman. 

D. D. Blakeman was born November 30, 1832, in 
Otsego County, New York. He was educated at 
Michigan Central College, now Hillsdale College. He 
commenced teaching in 1852 in Michigan, and in 1854 
removed to Kentucky, where he taught eight years. 
In 1862, he moved to Franklin County, Indiana, where 
he taught nine years, the last year in Brookville Col- 
lege. In 1 87 1, he was made superintendent of the 
schools of Delphi, which position he now holds. 

Robert Newman John, son of Dr. Jehu John, was 
born February 21, 1835, in Louisiana. His early edu- 
cation was obtained in the common schools of Ohio. 
He entered Miami University in 1855, and in 1858 he 
graduated, receiving the degree of B. A. Commencing 
in 1853, he taught in the public schools of Ohio for 
two years; in 1858, was principal of the high school in 
Harrison, Ohio; from i860 to 1870, he taught in 
Franklin County, Ind., most of the time as principal 
of the Fairfield Academy; in 1870, was Professor 
of Mathematics in West Brook Seminary, Maine ; in 
1873, at Fairfield, Ind., again as minister; and in 1875, 
was made president of Smithson College at Logansport, 
which position he still holds. 

J. G. Adams was born April 5, 1844, in Washington 
County, Pennsylvania. He attended Dunlap's Creek 
Academy to prepare for college. In 1866 he gradu- 
ated at Iron City Commercial College. The next two 



EMINENT EDUCATORS. Ill 

years were spent in teaching to obtain money to com- 
plete his college course, which he did at Waynesburg 
College, Pa., in 1870. On leaving college, he taught 
in Beverly Academy, Ohio, and in Bethlehem Acad- 
emy, Kentucky, in 187 1. In 1873, he received the de- 
gree of A.M. from his alma mater, and was made prin- 
cipal of Beverly Academy, Ohio. In 1875, he was 
elected superintendent of the public schools of Renssel- 
aer, in Jasper County, Ind., which position he now 
holds, and in which the leading paper of the place says 
he is winning golden opinions from both parents and 
pupils. 

B. F. NiEsz was born November 16, 1842, in Canton, 
Ohio. His early life was spent on a farm, receiving a 
country district school education. At eighteen years 
of age he entered Mt. Union College, from which he 
graduated. In the autumn of 1871, he was one of 
three that organized the Northwestern Normal School, 
at Ada, Ohio. In 1873, he was appointed superin- 
tendent of the schools of Kentland, Ind. He was also 
appointed superintendent of the county, which position 
he now holds. 

Wm. H. Churchman, founder and present superin- 
tendent of the Indiana Institute for the Education of 
the Blind, was born November 29, 18 18, near Balti- 
more, Md. At the age of seventeen, while attending 
school in New York City, he lost his sight. He then 
entered the Pennsylvania Institution for the Blind, at 
Philadelphia, from which he graduated in November, 
1839. From the spring of 1840 to the summer of 
1843, he was employed in the Ohio Institution for the 
Blind. In November, 1843, ^^^ removed to Nashville, 
Tenn., where, in the following spring, he organized the 



112 SCHOOLS OF INDIANA. 

Tennessee Institute for the Blind. He resigned in July, 
1846, and removed to Indiana, where, in 1847, he 
founded and assumed the charge of the Indiana Blind 
Asylum. 

In October, 1853, he left the Indiana Institute, and 
in the following year founded the La Porte (Ind.) Fe- 
male Institute, which he conducted as a private enter- 
prise until the summer of 1856; when, his buildings 
having been destroyed by fire, he accepted the super- 
intendency of the Wisconsin Institute for the Blind, 
which position he held for the five years next ensuing. 
In September, 1861, he resumed the charge of the 
Indiana Institution, which he has since retained in fact, 
though during a portion of the time, from September, 
1866 to April, 1868, he was employed in organ- 
izing, as superintendent-elect, the New York State 
Institution for the Blind, at Batavia. Mr. Churchman 
is eminently fitted for the position he holds. 

Instructors of the Deaf and Dumb School, for the 
State of Indiana, are as follows, viz : William Willard, 
a deaf mute, who was employed in 1844, was the first 
instructor. He acted as principal until July, 1845, 
and was succeeded by J. S. Brown, who served as 
principal until July 7, 1853, when he was succeeded 
by Thomas Maclntire, the present superintendent, who 
has faithfully and honorably filled the position for the 
past 23 years. 

Dr. M. M. Wishard, Superintendent of the Soldiers' 
OrpJians' Home, was born in Johnson County, Ind., 
where he resided during his earlier life. In the year 
1857 he removed to Danville, Hendricks County, 
where he studied medicine. He enlisted as a private 
soldier in Company A, 53d Regiment Indiana Volun- 



EMINEN T ED UCA TORS. 1 1 3 

teers, January i, 1862, and was appointed Hospital 
Steward in 1863; was afterwards mustered out for pro- 
motion, and appointed Acting Assistant Surgeon 
U. S. A. In 1864, he was appointed in charge of 
the general hospital at Indianapolis; and at the close 
of the war took charge of the hospital for disabled sol- 
diers. In the spring of 1865, he was made superinten- 
dent of Indiana Soldiers' Orphans' Home, located 
at Knightstown, Ind., where he still remains, laboring 
faithfully and earnestly for the welfare of those under 
his charge. 

Rev. R. F. Brewington is a native of Dearborn 
County, Ind. He graduated in the scientific course 
at Moore's Hill College in i860; enlisted in the 
army, August, 1862, and was commissioned ist Lieu- 
tenant of Company K, i68th Regiment Indiana Volun- 
teers. He has spent thirteen years in teaching; four 
years in Moore's Hill College, two years as superin- 
tendent of the Greensburg graded-schools, and four 
years as superintendent of the Vevay graded-schools. 
He became a member of the Southeastern Indiana 
Conference of the M. E. Church in 1872. In June, 
1873, he was appointed Chaplain of the Soldiers' Or- 
phans' Home, at Knightstown, Ind. He also has gen- 
eral management of the schools at the Home. 

Time and space fail me to speak of the following 
well known and worthy teachers: 

Clarkson Davis, Spiceland ; C. W. Harvey, Greens- 
burg ; James R. Hall, Cambridge City ; H. B. Jacobs, 
New Albany ; D. D. Luke, Goshen ; A. J. Snoke, 
Princeton ; L. R. Williams, Angola ; J. A. Zeller, 
Evansville ; H. B. Brown, Valparaiso ; G. W. Hufford, 
New Castle; Lee Ault, Winchester; E. S. Miller, 

Iiid. 10. 



114 SCHOOLS OF INDIANA. 

Micliigan City; E. H. Butler, Attica; John Binford, 
Greenfield; J. P. Funk, Corydon; R. A. Chase, Ply- 
mouth; G. W. Lee, Greencastle; J. C. Macpherson, 
Richmond; L. B. Swift, La Porte; J. M. Wallace, Co- 
lumbus; A. J. Douglass, Columbia City; L N. Payne, 
Jeffersonville ; William Jay, Earlham College; M. A. 
Barnet, Elkhart; J. W. Caldwell, Seymour; J. R. Tris- 
ler, Lawrenceburgh ; A. J. Charlton, Vincennes ; D. 
Mowry, Goshen ; P. P. Stultz, Rising Sun ; Timothy 
Wilson, Spiceland; William Pinkham, Paoli ; W. H. 
Valentine, Terre Haute; A. H. Graham, Columbus; 
J. L. Rippitoe, Connersville, with a host of others who 
will be spoken of with reverence and affection as the 
school-masters of "ye olden time" by the biographer 
of the second centennial in 1976. 



-.^>^^ 



TEACHERS' ASSOCIATIONS, NORMAL 
SCHOOLS, LIBRARIES, ETC. 



GEORGE W. HOSS, LL.D. 



:"5) 



ASSOCIATIONS, NORMAL SCHOOLS, 
LIBRARIES, ETC. 



COUNTY Associations. — The first county association 
of which I have knowledge was held in Wayne 
County, in 1838. The call for this meeting was issued 
by Jas. M. Poe and Ebenezer Bishop, teachers in 
Richmond. At a meeting held in 1841, there was a 
large attendance, and much interest was manifested. 
Henry Ward Beecher, then of Indianapolis, and Hon. 
E. D. Mansfield, of Ohio, were announced for ad- 
dresses. The best information at hand indicates that 
after some years these associations ceased, and were 
revived, or a new organization formed in 1854. This 
latter continued until superseded by the institute. 

The association here and throughout the State usu- 
ally pioneered the institute, sometimes originating the 
same, and for the first few sessions, providing for its 
work, and supervising it. The association differed from 
the institute in being more discursive ; the institute 
was more professional; hence the latter was a natural 
outgrowth of the former. Associations probably ex- 
erted their largest influence in the State from 1858 to 
1863, and ceased, save in backward counties, by 1868. 
Probably every county in the State has had its associ- 

("7) 



Il8 SCHOOLS OF INDIANA. 

ation at some time in its educational history. No 
county, I presume, sustains one now. It has yielded 
to the institute, which is better adapted to present 
wants. 

State Associations. — A State Educational Conven- 
tion was held in Indianapolis in December, 1836. The 
attendance was large and the interest encouraging. 
Governor Noah Noble presided. Addresses were made 
by Prof. Jas. G. May, now of Salem, and by Dr. An- 
drew Wylie, then President of the State University, 
I find no records of any other meeting. 

The Indiana State Teachers' Association. — In 
the summer of 1854 resolutions were passed at county 
associations, recommending the organization of a State 
association. In the autumn of that year a circular, 
signed by several of the leading educators of the State 
was issued, calling a meeting of the teachers and 
friends of education for the purpose of organizing a 
State Association. In pursuance of this call, the meet- 
ing convened at Indianapolis, on the 25th of Decem- 
ber, 1854. Dr. Wm. M. Daily, then President of the 
State University, was elected President, and Prof Geo. 
A. Chase_, Secretary, A constitution, prepared by 
Prof Caleb Mills and others was presented, and the 
association was quickly organized and ready for busi- 
ness. At this session several leading educational top- 
ics were discussed, and other work was outlined for 
the future. Addresses were delivered by Horace 
Mann, Hon. E. D. Mansfield, Dr. Breckinridge, of 
Kentucky, and others. The session was one of inter- 
est, spirit, and harmony. The enrollment was 178, 
representing 33 counties. 

This was the dawn of a new era in education in In- 



ASSOCIATIONS, NORMAL SCHOOLS, ETC. 1 19 

diana. Teachers were aroused and energized ; there 
were evidences of common purposes and common 
agencies. Plans began to enlarge and unify; from this 
time there began to be system. All the advanced 
movements of the State were here discussed and en- 
couraged, and in many cases directed by the associa- 
tion, not a few originating with it. Institutes, the 
Normal School, the Journal, Reform School, Colored 
Schools, superintendency in county, city, and State, 
taxation, school architecture and the like, including 
almost all possible phases of professional work, all here 
received attention, some their chief impulse. Up to 
1859 the sessions were biennial, after that, annual. 
The attendance has ranged from 40 to 482 members. 
The smaller attendance occurred under the derange- 
ment of the school system, consequent upon an ad- 
verse decision of the Supreme Court — a decision that 
left a blight on the schools for more than a dozen 
years. 

The following are the names of the various Presi- 
dents of the association, with dates of their election. 

Wm. M. Daily, elected, 1854. Geo. \V. Hoss, elected, 1865. 



Charles Barnes, 


" 1855. 


Jos. F. Tuttle, " 


1866. 


James G. May, 


1856. 


A, C. Shortridge, " 


1867. 


B. C. Hobhs, 


1857. 


Joseph Tingley, " 


1868. 


Caleb Mills, 


1858. 


D. E. Hunter, 


1869. 


E. P. Cole, 


1859. 


Alex. M. Gow, " 


1870. 


Geo. A. Irvin, 


i860. 


Wm. A. Bell, " 


1871. 


Cyrus Nutt, 


1861. 


Jas. H. Smart, " 


1872. 


A. R. Benton, 


1862. 


Wm. A. Jones, " 


1873- 


B. F. Hoyt, 


1863. 


Geo. P. Brown, " 


1874. 


R. T. Brown, 


" 1864. 


Wm. H. Wiley, 


1875. 



Collegiate Association. — A call was issued in De- 
cember, 1867, by the Superintendent of Public Instruc- 



120 SCHOOLS OF INDIANA. 

tion, Geo, W. Hoss, to the various colleges in the 
State. This circular asked the college faculties to meet 
for the purpose of organizing a permanent Collegiate 
Association. The meeting was held at New Albany in 
conjunction with the Teachers' Association, in the latter 
part of December, 1867. The organization was 
effected, and Dr. Cyrus Nutt, of the State University, 
was elected president. The association held annual 
meetings from that time until December, 1874, but it 
never accomplished the work contemplated in its organ- 
ization, for the reason that college faculties never en- 
gaged with any heartiness in its plans. Consequent 
upon this lack of interest, it was in December, 1874, 
merged in the general association. 

Teachers' Institutes. — The institute is an outgrowth 
of the association. The institute is professional and 
technical ; the association discursive and legislative. 
The first institute in the State, so fer as I can learn, 
was held in Ontario, Lagrange County, in 1846, This 
was superintended by Professor Rufus Patch, Thirty 
members attended. The next year a session was held 
with a larger attendance. This was the seed-corn of 
institutes in Indiana, and Mr. Patch brought it from 
the East. 

The Northern Indiana Teachers' Institute held its first 
session at Mishawaka, St. Joseph County, in October 
1849; the attendance being about one hundred and 
twenty-five teachers. One session of this institute was 
held in La Porte, in the spring of 1850, and another in 
the same place in the fall of the same year. In April, 
185 1, a session was held at Mishawaka, at which a per- 
manent organization was effected and officers elected ; 
C, J. Conn, of Elkhart, being chosen president. In 



ASSOCIATIONS, NORMAL SCHOOLS, ETC. 121 

the fall of 185 1, sessions were held at Elkhart, Warsaw, 
and Logansport, conducted by Prof A. D. Wright, of 
Perrysburgh, Ohio. In December, 1853, at the session 
at South Bend, composed of teachers from Indiana and 
Michigan, the name of the organization was changed to 
"Northern Indiana and Southern Michigan Teachers' 
Institute." Rufus Patch was elected president of the 
new organization. This association issued reports for 
the purpose of disseminating its views and aiding the 
work. The report of 1852 contained forty-eight pages, 
and gave much valuable information. From this report 
we learn that from the time of organization to October, 
1852, sixteen sessions, of two weeks each, had been 
held, with an aggregate attendance of over five hundred. 
This was labor with results. I have not the date at 
which this organization ceased. In 1854, Wayne 
County held her first institute under the supervision of 
Mr. Sweet, of New York. In 1855, a six weeks insti- 
tute was held in Sullivan County, under the supervision 
of Judge Hargrave and Prof A. P. Allen. In Octo- 
ber, 1858, D. E. Hunter, A. J. Vawter, R. M. John- 
son, and L. S. Kilburn, organized an itinerating insti- 
tute to be held at various points on the railroad from 
Greencastle to Crawfordsville. During the two years 
of the existence of this organization, sessions were held 
at all or nearly all towns between the two points 
named. In i860, the State Association appointed an 
institute committee for each congressional district, with 
instructions to hold, or cause to be held, so far as prac- 
ticable, an institute in each county in the district, and 
report the result at the next session of- the associ- 
ation. A like committee was appointed in 186 1-2-3 
and-4. The work accomplished by this agency was 



122 SCHOOLS OF INDIANA. 



valuable, not only in work done, but in the spirit 
awakened, which bore fruit in subsequent years. This 
work was all voluntary on the part of teachers, there 
being no law requiring it nor money to aid it. In 

1865, a law was passed requiring the County Examiner 
to hold in his county at least one institute each year, 
also making a small appropriation from the county 
treasury in aid of the same. This aid was and now is 
^35 per annum when twenty teachers, or persons pre- 
paring to become such, attend, and $^0 when forty at- 
tend. This was the opening of the Institute period in 
Indiana. The first year after this enactment, fifty-eight 
counties held institutes, with an aggregate attendance 
of 3,533- From all parts of the State word came to 
the office of Public Instruction announcing increased 
efficiency, and a quickened educational sentiment, con- 
sequent upon these institutes. They not only in- 
structed but aroused. Concerning this efficiency, the 
Superintendent of Public Instruction, in his report to 
the legislature in 1867, said: "To say that the insti- 
tutes are producing large and good results, is hardly an 
adequate statement of the facts; they are producing 
both larger and better results, in proportion to cost, 
than any other agency in our system." They are still 
yielding large and valuable results, although slight mod- 
ifications might improve them. 

Township Institutes. — Township institutes, like the 
county gatherings, were at first volunteer efforts. The 
first of these, so far as I have information, was held in 

1866. Hamilton S. McRae, then examiner of Switzer- 
land County, held a Township Institute in said county 
in December, 1866. Near the same time, possibly the 
summer following, Wm. A. Bell held a similar institute 



ASSOCIATIONS, NORMAL SCHOOLS, ETC. 1 23 



in Marion County. Thus these volunteer efforts grew 
in favor and strength until 1873, when the legislature 
required Township Institutes by law. The act says 
*' that at least one Saturday in each month, during 
which the public schools may be in progress, shall be 
devoted to Township Institutes and Model Schools for 
the improvement of teachers." These are effective 
agents for good. 

State Institutes. — A State Institute was held at 
Knightstown, Henry County, opening July 11, 1865, 
and continuing three weeks. Prof J. M. Olcott was 
superintendent. He had suggested the idea of such an 
institute the year previous. The aggregate enrollment 
was 131. In each of the years 1866, 1867, and 1868, 
four State institutes were held in the four quarters of 
the State. The attendance in 1866, was 500; in 1867, 
597, and in 1868, 462. The State institutes were un- 
der the management of a State Central Committee ap- 
pointed by the State Teachers' Association. In 1873, 
the State Board of Education held institutes similar to 
the above. 

Township Libraries. — In 1852, an act was passed by 
the legislature levying a tax for the purpose of estab- 
lishing Township Libraries. In pursuance of this pro- 
vision. Superintendent Larrabee distributed in 1854 to 
the several townships in the State 143,728 volumes, at 
a cost of $147,422. In 1856, Superintendent Mills dis-. 
tributed about 100,000 volumes, at a cost of ;^ 110,000. 
In 1866, Superintendent Hoss distributed 29,918 
volumes at a cost of $Ap,'j^^. In 1867, a fund of 
;$50)000 was raised for the same purpose, but on the 
recommendation of the State Superintendent this 
amount was appropriated to the building fund of the 



124 SCHOOLS OF INDIANA. 

Normal School. Since that time but slight additions 
have been made. The number of volumes in these 
libraries in 1875 was 264,858. There were taken out 
for reading during the year 198,496 volumes. These 
libraries are under the management of the township 
trustee, and are open to all citizens in the township. 
In theory these gave promise of great good, but prac- 
tically they have not met the promise. 

City Libraries. — As yet, we have but few city 
libraries. Our school system is not old enough to pro- 
duce so mature fruit, but it is hoped that it will in a 
few years. I name a icw of the more prominent 
libraries. 

Muncie, Delaware County, has made a beginning; it 
has 2,190 volumes. This library was opened June, 
1875. Superintendent H. S. McRae deserves much 
credit for this beginning. 

Evansville has 8,000 volumes, with a daily circulation 
of 175 volumes. This library is under the control of 
the school board. 

Richmond and the township, jointly, have 10,000 
volumes. This library was opened in 1864. Robert 
Morrison donated ;$5,ooo for books, and a commodious 
building, well furnished, for library and reading 
rooms. 

Indianapolis has a library of 18,000 volumes; opened 
April I, 1873, with 12,000 volumes; average daily cir- 
culation for year ending April, 1875, 342 volumes; 
minimum 156, and maximum 791. This library is un- 
der the management of the school board. These insti- 
tutions are a perpetual blessing to multitudes, both 
rich and poor. A reading community can never be 
grossly ignorant or vicious. 



ASSOCIATIONS, NORMAL SCHOOLS, ETC. 



125 



College Libraries. — The number of volumes in our 
colleg'e libraries is as follows: 



Merom College, Merom . 

Normal School, Terre Haute 

Franklin College, Franklin 

North-western Christian University, Irvington 

Earlham College, Richmond 

Indiana University, Bloomington 

Hanover College, Hanover 

Notre Dame College, Notre Dame . 

Asbury University, Greencastle 

Wabash College, Crawfordsville 



1,000 volumes. 

1,500 " 

2,000 " 

2,200 " 

4,000 " 

6,500 " 

7,100 " 

10,000 " 

10,000 " 

17,250 " 



Total No. vols, in college libraries, 61,550 volumes. 

Normal Schools. — In the first report issued from the 
office of Public Instruction in 1852, we would naturally 
expect a plea for Normal Schools. On the contrary, 
we find the following: "Our Indiana law makes no 
special provision for these," (/. c, Normal Schools) 
"Perhaps it is well, for I doubt whether such schools 
. . . would comport with our circumstances, or suit 
our government, or meet our wants." This, and the 
utter silence of the next four or five reports, doubtless 
had much to do with the protracted delay of a Normal 
School. In the eighth annual report of the superin- 
tendent, we find language of a different character : "I 
fear," says the Superintendent, "we shall never realize 
that completeness of qualifications of teachers we de- 
sire . . . until the State adopts and carries into effect 
some plan for Normal School instruction." Prior to 
this, the teachers all over the State were urging the ne- 
cessity of Normal Schools, yet they seemed to accomp- 
lish but little. In the State Association, also, the es- 
tablishment of a Normal School had been frequently 



126 SCHOOLS OF INDIANA. 

and persistently urged. At almost every session, until 
legislative action was taken, the subject received atten- 
tion in some form. In 1857 an able report was read, 
followed by warm and lengthy discussion, ultimating in 
a committee to memorialize the legislature. At a sub- 
sequent session a committee was appointed to issue a 
circular to the people, informing them of the need for 
and benefits of such a .school, and urging their co-oper- 
ation. The people and the legislature were slow learn- 
ers, hence years wore away before action was taken. 
At length the auspicious moment seemed to have come 
in the educational revival of 1865, ^"<i ^ Normal School 
bill was introduced in the House in the winter of that 
year. It passed the House, but was not reached in the 
Senate, consequently it went over as unfinished busi- 
ness. At the called session following, it passed the 
Senate and became a law December 20, 1865. The 
voice sent up by educators throughout the State was 
gloria ! A struggle of eleven continuous )'ears had cul- 
minated in victory. 

Hon. B. E. Rhoads, of Vermillion County, was 
specially efficient in securing the passage of the bill. 
The law provided that the institution should be located 
in that city which should make the largest donation, 
but not less than ;^50,0CXD. Terre Haute donated 
$50,000 in money, and added a site worth $25,000. 
No other place offered donations; consequently the 
Board of Normal School Trustees, at its meeting May 
15, 1866, declared the institution located at Terre 
Haute. Prof J. M. Olcott, then Superintendent of 
Terre Haute public schools, was prominently efficient 
in securing the location at this place. Steps were at 
once taken for the erection of a building, the dimen- 



ASSOCIATIONS, NORMAL SCHOOLS, ETC. 12/ 

sions of which are: length, 190 feet; width, 114 feet; 
height of walls, 6"] feet; of towers, 152 feet. The 
total cost has been over ;^200,ooo. 

The school opened in charge of W. A, Jones as 
president, and a competent faculty, January 6, 1870. 
The number of students at its opening was 21, and the 
number enrolled during the last academic year was 270. 
Total enrollment since opening, 11 60; number of grad- 
uates, male, 14; female, 35; total number of graduates, 
49; number of faculty, 8; volumes in library, 1,500. 
An integral part of the school is a model department, 
divided into intermediate and primary schools. 

Before the institution was established, doubts were 
entertained whether one school could make itself per- 
ceptibly felt throughout the State. These doubts have, 
in the short period of five years, been removed from 
the minds of all who are well informed. This school 
is becoming a power among the educational appliances 
of the State. It is, as yet, the only Normal School 
the State has. There have been others established by 
private enterprise. There is now a large school at Val- 
paraiso, and there are also several training schools con- 
nected with high schools. The State University has 
had, at several times, what was called a "Normal De- 
partment." It organized such a class in 1854, but dis- 
continued it in 1856. It re-opened the department in 
1865 and maintained it one year. It started again in 
1868, but the trustees, in 1870, finally decided to aban- 
don the work, in view of the fact that the school at 
Terre Haute had opened with adequate facilities 
for all. 

School Journals. — In October, 1846, Mr. H. F. 
West, of Indianapolis, started a small journal, entitled 



128 SCHOOLS OF INDIANA. 

the Couiinoii School Advocate. He published one num- 
ber only. This was the first educational publication 
known in the State. 

In January, 1852, A. D. Wright, from Perrysburgh, 
Ohio, commenced the publication of a paper called the 
Educationist. It was issued from Indianapolis; the 
third number terminated the enterprise, so far as I 
can learn. 

At the first session of the State Teachers' Associa- 
tion (1854), the subject of an Educational Journal was 
considered. After a comparison of views the project 
was referred to the Executive Comnryttee, with instruc- 
tions to report at the next session of the association. 
The report was made in due time and the following 
action was taken : ' ' Resolved, i . That this association 
will publish an Educational Journal, similar in size and 
typographical execution to the Ohio Journal of Educa- 
tion. 2. That this journal be conducted by nine edi- 
tors appointed by the association, one of whom shall 
be styled Resident Editor." The corps of editors 
selected was Geo. B. Stone, Resident Editor; Associ- 
ates, W. D. Henkle, E. P. Cole, Geo. A. Chase, Rufus 
Patch, B. ¥. Hoyt, Mary Wells, Jane Chamberlain. 
The paper was named the Indiana School Journal, and 
this name it has borne to the present time. Members 
of the association subscribed for five hundred copies, 
and the publishing house of W. B. Smith & Co., of 
Cincinnati, donated ^200 to aid the enterprise. In Jan- 
uary, 1856, was issued the first number. Professor E. 
P. Cole served as traveling agent for the journal for a 
few months, and as a result the subscription became 
large for a new publication, but it soon afterwards was 
somewhat diminished. In 1858, G. B. Stone left the 



ASSOCIATIONS, NORMAL SCHOOLS, ETC. 1 29 

State and Prof. W. D. Henkle became the editor. 
Mr. Henkle left the State in August, 1859, and O. 
Phelps became editor. The association, at its session 
in December, 1859, transferred the management of 
the Journal, with some slight reservation, to Mr. 
Phelps. In 1862, Mr. Phelps transferred the Journal 
to Geo. W. Hoss. In consequence of Mr. Phelps' ill- 
health, as well as his absence from the State, the cir- 
culation of the Journal had become quite limited, not 
exceeding 1 50 paying subscribers ; but in 1 866, the 
circulation reached 1,100. In July, 1869, Wm. A. Bell 
became half owner of the Journal. In July, 1871, 
Prof. Hoss, having been elected president of the Kan- 
sas State Normal school, sold his remaining interest to 
Mr. Bell. The Journal has continued to increa.se in 
circulation and favor until its monthly issue is 4,000, 
among the largest (if not the largest) in the United 
States. In March, 1875, A. C. Shortridge and Geo. 
P. Brown became associate editors and publishers, but 
Mr. Shortridge has recently transferred his interest to 
W. A. Bell. From its first issue, this Journal has been 
a power in the educational work of the State ; always 
progressive, sometimes aggressive ; seconding all ad- 
vances, sometimes happily and ably leading. Its future 
promises larger work and greater usefulness. 

A youths' school paper, called the Little Chief, pub- 
lished by Prof. Shortridge at Indianapolis, made its 
first issue in January, 1867. It continued several years, 
reaching at one time a circulation of 1,200. 

The Indiana Teacher, published at Indianapolis, made 
its first appearance in January, 1869, and in six months 
was consolidated with the School Journal. 

The Educationist, published at Indianapolis by Prof. 



130 SCHOOLS OF INDIANA. 



A. C. Shortridge and Prof. Geo. P. Brown, was first 
issued in January, 1873, and continued until December, 
1874, when it united with the Journal. The Journal, 
like Aaron's rod, has been swallowing the rest. 

The Northern Indiaiia Tcaclicr, edited by Prof. H. 
A, Ford, issued its first number from South Bend in 
January, 1874. In October, 1875, the circulation was 
900. It is ably edited. 

So great is the educational system in our State that 
it has been deemed wise to give it a tongue. These 
journals have given utterance to the educational 
thought of the State. It is hoped they will never 
speak less pointedly or forcefully than they now do. 



COLLEGES AND COLLEGE WORK. 

•v 

WILLIAM A. BELL, A.M. 



(i3i) 



COLLEGES AND COLLEGE WORK. 



THE history of the colleges of any commonwealth 
is always an interesting study, as their number 
and character are a sure index to the enterprise and 
intelligence of the people. It is a remarkable fact that 
educational institutions grow downward. Instead of 
the primary schools coming first, and the academies 
and colleges growing out of them, the reverse is true. 
In all countries, colleges have preceded lower schools. 
The ruling classes have always been the educated 
classes, and just in proportion as the common people 
have gained the franchise and the right to help rule, 
have they provided themselves with the facilities for 
obtaining an education. It is no more true that an 
army, to be under discipline and to be successful, must 
have well educated and well trained officers, than it is 
that society to be well regulated and prosperous must 
have well educated and cultured law-makers and lead- 
ers. To reduce generals, and colonels, and captains 
to the rank of the common soldier, both in education 
and position, would presage no more certainly the de- 
moralization and utter overthrow of an army, than 
cutting off all higher education would foretell with cer- 
tainty, not only a halt in the march of civilization, but 



134 SCHOOLS OF INDIANA. 

a speedy return to barbarism. It is as essential to the 
welfare of a State that its leaders be thoroughly edu- 
cated, as it is that its voters have a common school 
education. In an important sense, then, the colleges 
are the life of the State. 

The brief histories given below have been prepared, 
for the most part, from sketches furnished by presi- 
dents or others connected with the various colleges. 
They are as full as the space allotted to this subject 
would allow. It is hoped that enough of the main 
facts have been given to enable the reader to gain a 
fair idea of the origin, growth, and present condition 
of the institutions named. 

ViNCENNES University. — In 1804, Congress author- 
ized one township of land to be reserved in each of 
the three land districts (Detroit, Vincennes, and Kas- 
kaskia) of Indiana territory, for the establishment of 
seminaries of learning. The township for the Vin- 
cennes district, containing 23,040 acres, was located in 
Gibson County, Ind., October 10, 1806, by Albert 
Gallatin, Secretary of the Treasury. September 17, 
1807, '^'^^ territorial legislature chartered the Univer- 
sity, locating it at Vincennes, and granted it the 
lands in Gibson County. December 6, 1807, the board 
of trustees organized with William Henry Harrison, 
John Gibson, Henry Vanderburgh, Francis Vigo, and 
twenty other distinguished citizens, as members. Gen. 
Harrison was made president of the board, and con- 
tinued as such until 181 1. About 4,000 acres of 
the land were sold by order of the legislature, and a 
large brick building was erected at Vincennes costing 
$6,000, which took most of the proceeds. A grammar 
school, to which was added the study of languages 



COLLEGES AND COLLEGE WORK. 135 

and mathematics, was opened, but as it was dependent 
almost entirely upon tuition fees for its support, it had 
a hard struggle for existence. 

Rev. Samuel T. Scott was the first president. He 
filled the office until 1823, when Rev. Henry M. Shaw 
was made president. Soon after this, the University 
suspended for want of funds. In 1822 the remainder 
of the Gibson County land was sold by the State, and 
the proceeds applied to the State University at Bloom- 
ington. 

In 1828 the county of Knox established the Knox 
County Seminary in the building belonging to the 
University. The old university board held no meeting 
from 1823 till 1838, when there was a reorganization, 
with Thomas Alexander as president. The old build- 
ing and grounds were sold to the Catholic Church for 
a small sum. In 1840, with the very limited means at 
command, the trustees again re-opened the institution, 
and elected Rev. B. B. Killikelly, president. 

In 1844, a large number of suits were commenced 
against the occupants of the university lands in Gibson 
County. Before these suits were decided, the legisla- 
ture assumed the responsibility, and, in 1846, author- 
ized the Vincennes University to commence action 
against the State in Marion Circuit Court. After 
much litigation in the local courts and in the Supreme 
Court of the United States, in 1854 a decision was 
obtained in favor of the University, and in 1855 the 
legislature authorized an issue of bonds to the amount 
of ;^66, 585 in favor of the institution: ;^25,ooo of this 
was retained by Samuel Judah, the attorney, agent, 
and secretary of the board, for services and expenses. 
The board brought suit against Mr. Judah for the 



136 SCHOOLS OF INDIANA. 

amount, and obtained judgment in the Sullivan County- 
Court, but on an appeal the judgment was reversed 
in the Supreme Court. This left the board with 
something more than ^40,000, which gives an annual 
income of over ;^4,ooo. 

Rev. R. M. Chapman was elected president of the 
University in 1855. He resigned in June, 1866. 
From 1866 to 1872, the school was at a low ebb. In 
1872, Lewis Prugh, A. M., was elected president, with 
H. R. Gass and Miss Ray Piety as assistants, and since 
that time it has been in good condition. It is now a 
good classical school. The charter provides that 
"there shall be a Faculty not to exceed four profes- 
sors," and that "the Latin, Greek, P>ench, and Eng- 
lish languages, together with mathematics, natural phil- 
osophy, logic, ancient and modern history, rhetoric, 
and the laws of nature and nations shall be taught." 
It also provides for departments of Law, Divinity, and 
Medicine, to be established at the pleasure of the 
board of trustees. "No particular tenet of religion 
shall be taught, and Indians shall be educated, main- 
tained, and clothed free of expense. All students shall 
be educated gratis, as far as the funds will permit. 
Females shall be admitted, and a grammar school es- 
tablished, in which the rudimentary branches shall be 
taught." It also provides that " $20,000 shall be raised 
by a lottery, with which a library and philosophical 
apparatus shall be purchased." The terms of the char- 
ter have been but partially realized. The education of 
the Indians and the lottery scheme are still unfulfilled 
conditions. 

The departments of Law, Divinity, and Medicine, 
have not been established, and can not be with the 



COLLEGES AND COLLEGE WORK. 1 3/ 



present income. Three years ago, Congress donated to 
the University all the vacant and unclaimed lands in 
Knox County, which will probably increase the endow- 
ment fund several thousand dollars. Students are re- 
quired to pay a tuition fee of ten dollars a year. A 
small fund is annually accumulating which may be used 
to erect suitable buildings, of which the University 
stands greatly in need. The Vincennes University was 
the first school of a high order established in the terri- 
tory north-west of the Ohio River. 

The Indiana University. — As early as the year 1804 
Congress granted a township of land in Gibson County, 
and in 18 16 another township in Monroe County for 
the support of a seminary of learning. By an act of 
the legislature in 1820, trustees of the seminary were 
appointed, and a meeting was held in Monroe County, 
at which the site for the seminary was selected. This 
has since become the Indiana University. It was not 
till 1825 that a building was ready for the opening of 
the school. The Rev. Baynard R. Hall took charge of 
the .seminary at a salary of ^150 per year. In 1827, 
Prof John H. Harney was employed to teach mathe- 
matics and the physical sciences at a salary of ;^300 
per year, the principal's salary having been raised to 
$AfX). In 1828, the legislature raised the seminary to 
the dignity of a college. The Rev. Andrew Wylie, 
D. D., was entrusted with the charge of the new insti- 
tution. Dr. Wylie continued to preside until his death, 
in November, 185 1. After an interval of nine months, 
during which time Prof T. A. Wylie was acting-presi- 
dent, Alfred Ryors, D. D., was chosen to fill the 
vacancy. Dr. Ryors resigned in 1853, and was suc- 
ceeded by Wm. M. Daily, D. D., who held the office 



138 SCHOOLS OF INDIANA. 

till 1858. After an interval of nearly a year, Prof. T. 
A. Wylie again acting as president, John H. Lathrop, 
LL. D., was elected, but resigned in 1859. ^^^ suc- 
cessor was Cyrus Nutt, D.D., LL. D., who continued 
president till 1875. After his resignation, Lemuel 
Moss, D. D. , was elected, and now holds the office. 

At the time of the organization of the college, there was 
in Indiana but little demand for higher education. What 
was needed was fully supplied, and considering the re- 
sources of the institution, good work was done. In the 
year 1838, the college by an act of the legislature, was 
chartered as a University ; its faculty was increased, and 
its field of work somewhat enlarged. In 1854, the col- 
lege building was burned. All its contents, embracing 
a small, though valuable, library, together with the li- 
braries of the literary societies, were destroyed. The 
philosophical and chemical apparatus, which were in 
another building, escaped destruction. About the 
same time, a suit which had been brought against the 
University by the trustees of Vincennes University was 
decided adversely to it, by which more than half its 
endowment fund was lost. Through the energy, how- 
ever, of its trustees and of the faculty, the legislature 
was induced to make good the loss, and Congress also 
consented to grant another endowment, selected from 
congressional lands within the bounds of the State. A 
new and much more convenient building was completed 
in 1856, the citizens of Bloomington aiding very ma- 
terially in the work. In a year or two the University 
was in a better condition than it had ever been before. 
In the year 1867, the legislature made an appropri- 
ation of ;^8,ooo, and in 1873, another appropriation of 
^15,000 was made, making in all 1^23, ocx); which, to- 



COLLEGES AND COLLEGE WORK. 1 39 

gather with its former income, has put the University 
on a comparatively strong foundation. An additional 
building has recently been erected, for which appropri- 
ations were made by the legislature. In the new 
building there is a museum ninety-seven feet in length, 
by forty-seven in width, well lighted and fitted up for 
the display of a large collection of minerals and geo- 
logical specimens of the late David Dale Owen, and for 
the reception of a complete set of Ward's casts. In 
the same building there is an analytical laboratory, pro- 
vided with the appliances necessary to a thorough in- 
struction in both quantitative and qualitative analysis. 
For the illustration of physical science, and for practi- 
cal instruction in engineering and surveying, suitable 
apparatus and instruments are provided ; all the depart- 
ments, indeed, under the efficient management of the 
board, are furnished with such appliances as are neces- 
sary to the performance of good work. The library is 
not large, but it is well selected; it consists of about 
6,000 volumes. 

In the year 1840 a law school was organized, with 
one professor. Since the year 1844, this department 
has annually sent forth a graduated class. There are 
at present, two professors, who give instruction in this 
school during the three terms of the college year. 
The large and well furnished room and law library in 
the new college building, and the competent professors, 
afford excellent facilities for the study of law. Con- 
nected with the university, but located at Indianapolis, 
is a flourishing medical school. A preparatory depart- 
ment, in connection with the high school in Blooming- 
ton, has been established by the board, where candi- 
dates for the Freshman class may be thoroughly pre- 



140 SCHOOLS OF INDIANA. 



pared, in common with others who may desire instruc- 
tion in the same elementary branches. 

The growth of the Indiana University, although not 
as rapid as that of some other institutions of the West, 
has at least been encouraging. The first Faculty, in 
1828, consisted of a president and two professors, and 
a principal of the preparatory department. The pres- 
ent Faculty of Arts consists of a president, eight pro- 
fessors, and a principal of the preparatory department. 
The Faculty of Law consists of two professors. The 
Faculty of Medicine consists of nine, making twenty- 
one in all. The course of instruction in the university 
is extensive and thorough, and will compare favorably 
with that of any similar institution of equal means. 

The present Faculty consists of Lemuel Moss, D. D., 
President and Professor of Moral, Mental, and Political 
Philosophy. 

T. A. Wylie, D. D.. LL. D., Professor of Natural 
Philosophy. 

Richard Owen, M. D., LL. D., Professor of Natural 
Science. 

Daniel Kirkwood, LL. D., Professor of Mathematics. 

Rev. Elisha Ballantine, A. M., Professor of Greek 
Language and Literature. 

Col. James Thompson, V. S. A., Professor of Civil 
Engineering. 

Rev. Amzi Atwatcr, A. M., Professor of Latin Lan- 
guage and Literature. 

George W. Hoss, LL. D., Professor of English Lan- 
guage, Literature, and Elocution. 

Thomas C. Van Nuys, M. D. , Professor of Chemistry. 

Walter R. Houghton, A. M., Principal of Prepara- 
tory Department. 



COLLEGES AND COLLEGE WORK. I4I 



Hon. B. E. Rhoads, and Hon. Cyrus McNutt, Law 
professors. 

Hanover College. — This was the third college es- 
tablished in Indiana. The initial steps were taken in 
1825. They grew out of the necessity felt by the Pres- 
byterian Church for a ministry raised at home ; the 
East not being able to supply the demand. The Pres- 
bytery of Salem, then embracing Indiana and Illinois, 
appointed a committee to select a location and organ- 
ize an academy. Hanover, Jefferson County, was se- 
lected as the location of the proposed school. The 
inhabitants of this town represented the best society of 
Kentucky, Virginia, Pennsylvania, and New Jersey, and 
were chiefly of Scotch-Irish descent. The place was 
healthful and the scenery unsurpassed. Its site on the 
Ohio river made it accessible to a large territory. It 
was then the center of Presbyterian influence in the 
State. Failing to secure a suitable principal, in 1826, 
the Presbytery requested the pastor, the Rev. John Fin- 
ley Crowe, to open the academy. This he did on New 
Year's day, 1827, in a log cabin on his grounds. Here 
six boys opened their Latin grammars, and became the 
nucleus of Hanover College and the North-western 
Theological Seminary. A revival of religion in 1827, 
which brought into the church eight of its fourteen 
students, led to a large accession to the school. 

Hanover Academy received its first charter Decem- 
ber 30, 1828. A collegiate course was at once organ- 
ized. In 1830, a Theological Department was estab- 
lished, and John Matthews of Virginia was called to 
its head. In 1833, the charter was amended, changing 
the title to Hanover College, and as such it opened 
under the presidency of James Blythe, D. D., of Ken- 



142 SCHOOLS OF INDIANA. 

tucky, having the four college classes already organized 
and a preparatory department with a large number of 
students. Its first class graduated in 1834, and since 
that time it has sent forth graduates regularly each 
^year. In the centennial year, the semi-centennial of 
the college, its list of Alumni will embrace over 425 
names, of whom one-half are devoted to the ministry, 
over sixty are engaged in teaching, and the rest are 
distributed chiefly in the legal and medical professions. 
Of about four thousand matriculates, the most of them 
received all their higher education at Hanover. 

In 1843 a new charter, with university powers, was 
granted. Under it, as yet, but two courses have been 
organized, a Classical and a Scientific course, the two 
being parallel. Thus the entire force of the faculty is 
spent, as it were, upon one course of study. The 
buildings consist of the main college, a spacious and 
well arranged structure, a boarding-house, and one res- 
idence. Arrangements are making to erect in the 
Centennial year, a president's house and two additional 
dormitories. The grounds embrace over 200 acres. 
There are three endowed chairs with ^65,000, besides 
a general endowment fund. There are fine libraries, 
cabinet, herbarium and apparatus. The property with 
the endowment amounts to ^500,000. 

A full list of the Presidents of this institution is as 
follows, viz. : 

1832-1836, Rev. James Blythe, D. D. 

1838-1843, Rev. Erasmus D. McMaster, D. D., 
LL. D. 

1 846- 1 849, Rev. Sylvester Scovel, D. D. 

1849-1854, Rev. Thomas E. Thomas, D. D. 

1855-1857, Rev. Jonathan Edwards, D, D., LL. D. 



COLLEGES AND COLLEGE WORK. I43 

1 859-1 866, Rev. James Hood, D. D. 

1 868- 1 870, Rev. George D. Archibald, D. D. 

1870 , Rev. Geo. C. Heckman, D. D. 

Vice-President 1832-57, Rev. John Finley Crowe, 
D. D. 

The present Faculty consists of Geo. C. Heckman, 
D. D. , President and Professor of Ethics and Biblical 
Instruction. 

Rev. S. Harrison Thomson, Ph. D., LL. D., Astron- 
omy. 

Rev. Joshua B. Garritt, A. M., Greek Language 
and Literature. 

Rev. Edward J. Hamilton, A. M., Logic and Mental 
Philosophy. 

John M. Coulter, A. M., Natural Sciences, Latin 
Language and Literature. 

Rev. W. Nevin Geddes, A. M., Mathematics and 
Mechanical Philosophy. 

Frank Lyford Morse, A. M., Principal of Prepara- 
tory Department. 

Hugh H. Young, A. M., Assistant Professor, 

S. Wright Black and John H. Bright, Tutors. 

Wabash College. — This institution is situated at 
Crawfordsville. The town was laid out in the spring 
of 1822. In the fall of 1832, Judge Williamson Dunn 
offered fifteen acres of land at Crawfordsville as the 
site of a college, and this became the occasion of the 
remarkable meeting to which attention is called. No- 
vember 21, 1832, a meeting was held at the house of the 
Rev. James Thompson, in Crawfordsville. The follow- 
ing persons were present. Rev. James Thompson, his 
brother Rev, John S. Thompson, Rev. James. A. 
Carraban, Rev. E, O, Hovey, Rev. John M. Ellis, 



144 SCHOOLS OF INDIANA. 



Elder John Gilliland, Hezekiah Robinson, and John 
McConnel. Mr. Ellis was from Illinois. On the 
22d it was "unanimously resolved to be expedient to 
attempt the establishment of a literary institution at 
Crawfordsville in connection with manual labor." 

On the evening of November 22, a public meeting 
was held to present the enterprise to the citizens of 
the town, and ' ' a subscription was commenced to- 
wards the erection of a building on the site given by 
Williamson Dunn." The next morning five of the 
original convention visited the land which Dunn had 
given, and selected the spot upon which to erect the 
first building; and there, in solemn prayer, in the 
midst of Nature's unbroken stillness, they dedicated 
the enterprise to God, and invoked his blessing upon 
it. The ground was covered with snow, and the five, 
men who thus bent the knee as in a consecrating act 
were, James and John S. Thompson, E. O. Hovey, 
James A. Carraban, and John M. Ellis. In December, 
1833, the new building was in a condition to receive its 
first school, and on the third of that month Prof. 
Caleb Mills, a graduate of Dartmouth College and a 
classmate of Prof Hovey, began the instruction in the 
college which has never been suspended. He com- 
menced with twelve young men, and the sum pledged 
to the new college was ;^ 1,543. 

The first name of the college was "The Wabash 
Manual Labor College and Teachers' Seminary." This 
was afterwards changed to its present name. In 1834, 
Elihu W. Baldwin was elected president. In 1835, 
the present site was purchased, and that summer the 
"Old Dormitory" was begun with funds procured, in 
part, in the East. It was not completed until 1838, 



COLLEGES AND COLLEGE WORK. I45 

when it was destroyed by fire, a calamity of whose di- 
mensions we, in this day, can scarcely form an ade- 
quate idea. 

Dr. Baldwin was inaugurated July 13, 1836. The 
first commencement occurred, July ii, 1838, and the 
building was burned, September 23, 1838. Dr. Bald- 
win lived to graduate the classes of '38, '39, and '40. 
He died October 15, 1840, universally regretted. In 
1 84 1, his successor, Charles White, D. D. was elected, 
and in July of the following year was inaugurated. 
He presided over the college twenty years, with dis- 
tinguished ability and success. He died, October 29, 

1 86 1, having carried the institution through some dark 
and perilous periods. His successor, Joseph F. Tuttle, 
D. D., who is still president, began his labors in May, 

1862, and was formally inaugurated on commencement 
day of that year. 

The school, which in 1833 began with twelve stu- 
dents, has grown into an institution which has more 
than two hundred students. During that period it has 
educated, to some extent, several thousand young 
men. Its first class was graduated in 1838, and num- 
bered two. The class of '"j^ numbers 24. Including 
the class of '76, the whole number of alumni is 318. 
Two of the original faculty. Prof. E. O. Hovey and 
Prof Caleb Mills are still connected with the college. 
The faculty of instruction consists of twelve at the 
present time. 

The institution has four buildings in a campus of 
thirty-three acres, the most of which is covered with a 
magnificent forest. The cabinets are rich and valuable, 
as is also the library, containing several thousand vol- 
umes, of which some 4,000 were placed on the shelves 

Ind. 13. 



146 SCHOOLS OF INDIANA. 

within the last year. Through the Hberahty of its 
friends, the college has an endowment which, with its 
othor resources, makes it quite independent. In addi- 
tion to the ordinary endowments, there is a large fund, 
the income of which is applied to aid certain classes of 
young men in their education. 

The present Faculty consists of Joseph F. Tuttle, 
D. D., President, and Professor of Moral and Intellect- 
ual Philosophy. 

Edmund O. Hovey, D. D., Professor of Chemistry 
and Geology. 

Caleb Mills, A. M. , Professor of the Greek Language 
and Literature. 

Samuel S. Thomson, A. M., Professor of the Latin 
Language and Literature. 

John L. Campbell, LL. D., Professor of Mathe- 
matics, Natural Philosophy, and Astronomy. 

Wm. C. White, A. M., Professor of Rhetoric, and 
Teacher of the German and French Languages. 

Col. Henry B. Carrington, LL. D., U.S.A., Pro- 
fessor of Military Science, by authority of the U. S. 
Government. 

Daniel A. Bassett, A, M., Principal of the Prepara- 
tory Department. 

Matthew M. Whiteford, A. M., Associate Principal 
of Preparatory Department. 

Henry R. Thomson, A. M., Associate Professor of 
Chemistry. 

Henry Z. McLain, A. M., Associate Professor of 
Greek. 

Indiana Asbury University. — ^This University, sit- 
uated at Greencastle, is under the patronage and con- 
trol of the four conferences of the Methodist Episcopal 



COLLEGES AND COLLEGE WORK. I47 

Church in Indiana. In the autumn of 1835, the Indi- 
ana Conference, which then embraced the whole State, 
determined to estabUsh an institution of learning. The 
General Assembly considered that such an institution 
would be an advantage to the State, and passed an act 
January 27, 1837, establishing "The Indiana Asbury 
University, which shall be founded and maintained for- 
ever upon a plan the most suitable for the benefit of the 
youth of every class of citizens and of every religious 
denomination, who shall be freely admitted to equal 
advantages and privileges of education, and to all the 
literary honors of said university, according to their 
merit," 

On the 5th of June, 1837, the preparatory depart- 
ment was opened by Cyrus Nutt, D. D., afterwards 
vice-president and professor of the University, and 
more recently president of the Indiana State University. 
In May, 1839, Matthew Simpson, D. D., now one of 
the bishops of the Methodist Episcopal Church, as- 
sumed the duties of his office as first president, and the 
various college departments were regularly organized. 
The first Commencement was held in 1840, in the 
chapel of the University, then just completed. Bishop 
Simpson was succeeded in 1849 ^7 L. W. Berry, 
D. D. In 1854, Daniel Curry, D. D., was elected pres- 
ident. He was followed by Thomas Bowman, D. D. in 
1858. On the resignation of Bishop Bowman, Reuben 
Andrus, D. D., was elected president, who, upon his 
retirement in 1875, was followed by Alexander Martin, 
D. D., the present incumbent. 

In 1840, the faculty consisted of but three instruct- 
ors. At present, there are ten professors and teachers 
fully employed in the work of instruction. In the first 



148 SCHOOLS OF INDIANA. 

catalogue, published in 1839, ^^ students numbered 
85. The catalogue of 1875 shows an attendance of 
451. The attendance this year exceeds that of any 
preceding year. At the beginning, the school was 
opened in a comparatively small and unpretending 
building. Now, in addition to the very substantial and 
capacious West Hall, the corner-stone of which was 
laid in June, 1837; the East Hall, a most imposing 
building, has been erected, and is this year occupied 
for the first time. The aggregate value of grounds, 
buildings, and collections, is estimated at ;^200,ooo. 
The productive endowment during the same time has 
risen to about $141,000. The growth of its cabinets, 
libraries, apparatus, etc., has been nearly in the same 
proportion. Among its most valuable appliances are 
the excellent literary societies, established and main- 
tained by the students themselves. The entire number 
of those who have received the honors of the institu- 
tion is 583. Besides the alumni, hundreds have re- 
ceived an academic education in the preparatory school 
of the University. 

The control and management of the institution is 
mainly intrusted to a board of trustees, elected by the 
several annual conferences of the Methodist Episcopal 
Church in the State of Indiana. In the University 
proper there are at present three regular schools, or 
courses of study, viz.: the Classical course; the Philo- 
sophical course ; and the Biblical course. Although 
differing in some respects, the aggregate of culture and 
instruction derived from each of these is supposed to 
be about equal in value. In addition to a very 
thorough academic course, preparatory to the above, 
there is also allowed to such students as are prepared to do 



COLLEGES AND COLLEGE WORK. I49 

SO with advantage, the privilege of pursuing an Eclectic 
course. There is also established and maintained a 
Normal course to aid such students as desire to qualify 
themselves for the practical work of teaching. During 
the junior and senior years certain elective studies are 
allowed in all the courses. Great importance is at- 
tached to a thorough public examination of the pupils 
in all their studies. There is no charge for tuition in 
any department of the University. Ladies are admitted 
to all the classes and departments of the institution, 
and are allowed to graduate on the same terms as gen- 
tlemen. "In opposition to the cry of no religion in 
the schools," Asbury University adheres to the Chris- 
tian religion as the very life and soul of all that is val- 
uable in instruction and discipline. 

The present Faculty consists of Alexander Martin, 
D. D., President, and Professor of Mental and Moral 
Science. 

Joseph Tingley, Ph. D. , Vice-President and Professor 
of Natural Science. 

Philander Wiley, D. D., Professor of Greek Lan- 
guage and Literature. 

Lewis L. Rogers, Ph. D., Professor of Latin Lan- 
guage and Literature. 

John Clark Ridpath, A. M., Professor of Belles- 
lettres and History. 

Rev. John E. Earp, A. M., Professor of Modern 
Languages and Hebrew. 

Rev. Patterson McNutt, A.M., Professor of Mathe- 
matics. 

Reuben Andrus, D.D., Professor of Biblical Literature. 

John Brewer DeMotte, A. B., Principal of Prepara- 
tory Department, and Instructor of Mathematics. 



150 SCHOOLS OF INDIANA. 

Earlham College. — Earlham College is located 
about one mile west of Richmond, on a tract of land 
containing i6o acres. The building, besides its halls, 
study-rooms, recitation-rooms, etc., affords accommoda- 
tions for 1 80 students. The college was founded by 
" Indiana Yearly Meeting of Friends " (Orthodox), in 
1847, with the title "Friends' Boarding School," which 
it retained till 1859. Said "Yearly Meeting," having 
been incorporated in 1850 for educational as well as 
religious purposes, in the year 1859 exercised its legal 
authority in changing the name of the institution to 
Earlham College, and authorized the faculty to confer 
degrees. 

For several years the college was without a presi- 
dent. The first to occupy this office was Barnabas C. 
Hobbs, LL. D. , who resigned to accept the office of 
State Superintendent of Public Instruction in 1868. 
He was succeeded by the present incumbent, Joseph 
Moore, A. M., who has held his office seven years. 
There is a preparatory school connected with the col- 
lege. Two courses of study, a classical and a scientific 
course, are embraced in the curriculum. At present 
there are six professors. In the preparatory depart- 
ment there is a principal, with other efficient teachers. 
The adjuncts to the system of instruction in the col- 
lege are: libraries containing over 4,000 volumes; a 
well stocked reading room ; a museum arranged for in- 
struction in mineralogy, geology, zoology, comparative 
anatomy, archaeology and botany ; a laboratory for 
students in chemical analysis ; a collection of engineer- 
ing and philosophical apparatus ; and an astronomical 
observatory, furnished with a telescope, a transit instru- 
ment, and an astronomical clock. 



COLLEGES AND COLLEGE WORK. I5I 

Seventy-nine students, eighteen of whom are ladies, 
have graduated since the estabUshment of the college, 
with the degree of A, B. or B. S. Higher degrees 
have never been conferred "in course." The require- 
ments for the degree of A. M. are such that but few 
graduates have yet made the effort necessary to obtain 
it. It is the determined purpose of the authorities that 
all diplomas and degrees shall be awarded only for real 
merit and solid attainments. 

There is an endowment fund of ;^5o,ooo. In accord- 
ance with the design of the founders of Earlham Col- 
lege, special attention is given to thoroughness in all 
the branches taught, and to the inculcation of moral 
and religious principles. 

The present Faculty consists of Joseph Moore, 
A. M., President. 

Eli Jay, A. M., Mental Philosophy and Geology, 

William A. Moore, M.S., Mathematics. 

Calvin W. Pearson, Ph. D., Modern Languages and 
History. 

Alpheus McTaggart, A. B., Greek and Latin. 

David W. Dennis, A. B., Chemistry. 

William N. Trueblood, A. B. , English Literature and 
Elocution. 

Deborah A. Steere, B, S., Instructor in Botany. 

Mahalah Jay, A.M., Principal of Preparatory Depart- 
ment. 

Northwestern Christian University. — ^The charter 
of this institution is an act of the General Assembly of 
the State of Indiana, approved January 15, 1850. The 
act provides for the formation of a joint stock com- 
pany with a capital stock of not less than ;$75,ooo or 
more than 1^500,000, divided into shares of $\qo each. 



152 SCHOOLS OF INDIANA. 

The objects of the incorporation, as expressed in the 
charter, were: "To found and sustain, at or in the 
vicinity of IndianapoHs, an institution of learning of 
the highest class, for the education of youth ; to estab- 
lish in said institution colleges in every branch of lib- 
eral and professional education ; to educate and prepare 
suitable teachers for the common schools ; to teach and 
inculcate the Christian faith and morality as taught in 
the Sacred Scriptures, making those Scriptures the sole 
authoritative text-book in such instruction ; and for the 
promotion of the sciences and arts." 

The institution was located on a campus of twenty- 
five acres, then immediately adjoining the city of In- 
dianapolis, now annexed to the city. Upon this cam- 
pus a college building was erected at a cost of about 
;^30,ooo. The institution was opened in this building 
in November, 1855, and was continued there until 
June, 1875. The increase in the value of the grounds 
belonging to the campus induced the desire to remove 
the institution, and make sale of the grounds for the 
purpose of increasing the endowment fund. Accord- 
ingly, the Board of Directors, July 24, 1873, accepted 
an offer, made by the citizens of Irvington and vicinity, 
of twenty-five acres of ground as a college campus, and 
notes and obligations for the payment of money, 
amounting in the aggregate to ;^i50,cxx), as a botius 
for the location. The institution was located upon the 
grounds so offered and accepted. They are situated 
about four miles east of Indianapolis. On this campus 
a good college building has been erected at a cost of 
some ;^6o,ooo. It will accommodate five hundred 
students. The twenty-first session of the institution 
was opened in the new building, September 15, 1875. 



COLLEGES AND COLLEGE WORK. 1 53 

Two-thirds of the capital stock of the corporation is 
set apart by the charter as an endowment fund. A 
course of Biblical study, in which the Bible is made 
the text-book, is included in the regular course of 
studies in the institution. Students of either sex are 
admitted to the University on equal terms. 

Of the old campus, about six acres, including the 
ground upon which the old college building stands, are 
reserved. The building will probably be used in the 
future for colleges of Law and Medicine. The remain- 
der of the property has been laid off in lots, the most 
of which have been sold, and three-fourths of the pur- 
chase money, outstanding in bonds and mortgages, has 
been added to the endowment fund. 

The endowment fund of the institution now amounts 
to about ;^25o,ooo. 

Reserved portion of the old campus and building, 
;^ 1 00,000. 

The new campus and building, ^^ 100, 000. 

Other property and funds belonging to the building 
fund, ;^ 5 0,000. 

Aggregate amount of property and funds belonging 
to the institution, ;^5oo,ooo. 

Ovid Butler, LL. D., of Indianapolis, the chancellor, 
is the great benefactor of the institution. He origi- 
nally donated the old campus, which at the time it was 
subdivided was worth about 1^350,000. At various 
other times, he has given large sums of money to re- 
lieve the institution. He has endowed a professorship 
called the "Demia Butler Chair of English Literature," 
in honor of his daughter Demia, now deceased, who 
was the first female graduate in the regular classical 
course of the college. The chair is to be perpetually 



154 SCHOOLS OF INDIANA. 

filled by a lady, who is, in all respects, on an equality 
with the male professors. 

The present Faculty consists of O. A. Burgess, Pres- 
ident and Professor of Biblical Department and of 
Metaphysics. 

W. M. Thrasher, Professor of Mathematics and As- 
tronomy. 

Scot Butler, Professor of Latin Language and Liter- 
ature. 

John O. Hopkins, Professor of Greek Language and 
Literature. 

F. W. Achilles, Professor of Chemistry and Physi- 
ology; also German and French Languages. 

D. S. Jordan, Professor of Natural History. 

Miss Catharine Merrill, Professor of Demia Butler 
Chair of English Literature. 

C. E. Hollenbeck, Professor of Commercial Depart- 
ment. 

Isaac Errett, Lecturer on Homiletics. 

S. K. Hoshour, Professor of Ecclesiastical History 
and Biblical Archaeology. 

Purdue University. — Purdue University is the cor- 
porate name of the institution which represents the col- 
lege originating in the act of Congress of July 2, 1862. 
The object of that act, as expressed by its title, was 
"to donate public lands to the several states and terri- 
tories which may provide colleges for the benefit of 
agricultural and the mechanic arts." The act assumes 
to grant to each state an amount of public lands equal 
to thirty thousand acres for each of her senators and 
representatives in Congress. Indiana, having no public 
land within her borders, obtained her donation in scrip, 
amounting to 390,000 acres. March 6, 1865, the leg- 



COLLEGES AND COLLEGE WORK. I55 

islature of Indiana passed an act accepting the national 
donation, and organizing a board of trustees for the 
management of the trust funds, to be known as "The 
Trustees of the Indiana Agricultural College." This 
board was authorized to sell the land scrip allotted to 
the State. There was realized therefrom ;^2i2, 238. 50. 
This fund has accumulated until it now reaches about 
;^365,ooo. It is invested in interest-bearing U. S. 
bonds. This, under the act of Congress, is purely an 
endowment fund. May 6, 1869, the legislature of 
Indiana accepted a donation of ;^i 50,000 from John 
Purdue; another of ;^50,ooo from Tippecanoe County; 
and also one hundred acres of land from the citizens of 
Chauncey. The State has, since that time, appropri- 
ated ^80,000 for building purposes. In consideration 
of the donations, the name was changed to "Purdue 
University," and the institution was located near 
Chauncey, a suburb of Lafayette, in Tippecanoe 
County. The landed possessions at this time consist of 
186 acres; the buildings consist of a boarding-house, 
dormitory, laboratory, boiler and gas-house, all built of 
brick ; a military hall and gymnasium, farm-house, 
barn, etc., built of wood. 

A formal opening of the school was ordered for 
September 17, 1874, and on that day the first regular 
term began with the following faculty : 

Abraham C. Shortridge, President ; John S. 
Hougham, Professor of Physics ; John Hussey, Botany 
and Horticulture ; Wm. B. Morgan, Mathematics ; 
Harvey W. Wiley, Chemistry; Eli F, Brown, English 
Literature and Drawing. At the close of the first year 
W. B. Morgan resigned ; his place was afterward filled 
by David G. Herron. Prof Hussey was transferred 



156 SCHOOLS OF INDIANA. 

to the chair of Modern Languages, and Mrs. Sarah A. 
Oren was elected to the chair of Botany. President 
Shortridge resigned December 31, 1875, and Hon. E. 
E. White, of Ohio, was elected to fill the vacancy. 
The schools of the University are as follows: i. 
School of Natural Sciences; 2. School of Engineering; 
3. School of Agriculture. Under these schools there 
are regular courses in Agriculture and Horticulture, 
Civil Engineering, Mechanical Engineering, Mining 
Engineering, Industrial Design, Natural History, and 
Chemistry. 

Since the opening of the University, it has been at- 
tended by about sixty students each year. Its pros- 
pects for the future are good. Its endowment fund 
more than pays its present faculty ; its land and build- 
ings, with the main building now in contemplation, 
will amply meet the wants of the institution. Its li- 
braries and apparatus are being increased as demand 
is felt. 

University of Notre Dame. — This institution is lo- 
cated at Notre Dame, near South Bend, and is under 
the control of the Roman Catholics. It was founded 
in 1842 by the congregation of the Holy Cross, under 
the direction of Very Rev. E. Sorin, and Avas chartered 
by the legislature of the State in 1844, with power to 
confer all the usual degrees. The college buildings 
are commodious, the grounds are tastefully arranged 
and well-kept, and the site is beautiful. 

Some of the regulations, not common to other uni- 
versities of the State, are as follows, viz. : ' ' The use of 
tobacco is strictly forbidden to such as have not per- 
mission from their parents or guardians. No one shall 
leave the University grounds Avithout permission from 



COLLEGES AND COLLEGE WORK. 1^7 

the president or vice-president. Students are expected 
to take baths regularly. No book, periodical, or news- 
paper shall be introduced into the college without be- 
ing previously examined and approved by the director 
of studies. Objectionable books found in the posses- 
sion of the students will be withheld from them until 
their departure from the university. All letters sent 
or received by students may be opened by the president 
or his representatives. Students are not allowed to 
keep money in their possession. Whatever pocket 
money parents may choose to allow their sons must 
be placed in the hands of the treasurer." 

The college library contains about twelve thousand 
volumes. The number of students enrolled in the 
year ending June, '75, as shown by the catalogue, is 
350. The whole number of graduates to the same 
date is 84. The founder of the University was the 
first president, and he continued in office for 23 years. 
Rev. P. J. Colovin, who was inaugurated in 1874, is 
now president. 

St. Mary's Academy. — This school was chartered in 
1855. It is under the direction of the sisters of the 
Holy Cross, and is situated one mile from Notre Dame 
University. It is under the same general control as 
the University, and is in reality a female branch of the 
same institution. The academy is in a flourishing con- 
dition. Mother M. Angela, Superior, has immediate 
charge. 

Union Christian College. — The establishment of 
this college was proposed by Elder E. W. Humphrey, 
in the Western Indiana Christian Conference, in 1858. 
The name was suggested by Elder Abraham Sneathen. 
The location at Merom, Sullivan County, was made in 



153 SCHOOLS OF INDIANA. 

consideration of a donation of ^35,000, the superiority 
of the building site, and the remoteness of the place 
from competing colleges. The college building, 109 
feet long, 69 feet broad, four stories high, including 
the basement, and costing ^42,000, was dedicated De- 
cember, 1862. Its endowment fund at present aggre- 
gates ;^ 1 00, 000, yielding an annual income of ^6,000. 

Its first president was N. Summerbell, D. D., who 
served as such from i860 to 1865 ; its second, Thomas 
Holmes, D. D., from 1865 to 1875 ; its third, the pres- 
ent incumbent. Rev. T. C. Smith, A. M. It has a 
complete philosophical and chemical apparatus, a good 
geological cabinet, a library, and a reading-room. Two 
literary societies, each in its own well-furnished hall, 
hold weekly meetings. 

Merom contains about six hundred inhabitants, and 
is situated upon a bluff two hundred feet above the 
waters of the Wabash and the prairies of Illinois be- 
yond. Sullivan is the railroad station. 

The college is under the control of the Christians 
(New Lights) who formulate their principles as follows : 

1. The Bible, — the sufficient rule and creed. 

2. Christian, — the proper and sufficient name. 

3. Christian Character, — the sufficient test of church 
fellowship. 

4. Liberty of conscience in all matters of disputed 
interpretation and opinion. 

The courses of study — preparatory, scientific, and 
classical — are thorough and practical, and lay a good 
basis for any special course. The institution gives 
Christian, but not sectarian, instruction. 

Franklin College. — This institution is situated at 
Franklin, Ind. It was founded in 1835, under the title 



COLLEGES AND COLLEGE WORK. IS9 

"Manual Labor Institute." Its origin was due to a 
deep conviction on the part of leading Indiana Bap- 
tists, that their denomination needed a school of 
higher learning in the State. Among the founders 
were Lewis Morgan, Henry Bradley, Samuel Harding, 
and Jesse Holman. In those early days men gave not 
only money, but also such goods as they could spare. 
Among the gifts made, the record mentions nails, 
leather, locks, cows, pigs, and clocks. 

In 1 844, the name was changed to Franklin College ; 
college functions were assumed, and Rev. Geo. C. 
Chandler, of Indianapolis, was chosen president. He 
served ten years with ability. In 1853, Silas Bailey, 
D. D., of Granville, Ohio, was elected to the presi- 
dency. He was a man of learning and large sympa- 
thies, and exerted an influence for good throughout 
the State. During his administration an additional 
building was erected. Failing health compelled him 
to resign in 1863. He died in 1875, leaving to the 
college his library and a large portion of his estate. 

The college suspended operations for several years 
during the war. In 1869, the board again assumed 
control, and elected a faculty with Rev. W. T. Stott 
as senior professor and acting president. In 1870, H. 
L. Wayland, D. D., of Kalamazoo, Mich., was elected 
president. He served nearly two years, when the 
embarrassed financial condition of the college led him 
to resign. In 1872, a new organization was effected, 
known as "Franklin College Association." The col- 
lege under the new organization, with Rev. W. T. 
Stott as president, has had uniform success. The 
patronage has increased from twenty to thirty per cent 
each year, and an average of over ten thousand dollars 



l6o SCHOOLS OF INDIANA. 

per annum has been added to the endowment fund. 
The work of the class-room claims to be of a high 
character. One year has been added to the Prepara- 
tory Course, so that the curriculum of study is quite 
extensive. 

In common with the Baptist schools of the entire 
country, Franklin is hoping much from the Centennial 
year. 

The present assets, above all liabilities, are : 
Grounds and Buildings . . . $Ap,000 

2,000 

1,000 

85,000 



Library ..... 
Apparatus and Geological Cabinet 
Endowment Subscription 

Total 



;^i28,ooo 



There are also bequests made in favor of the college 
amounting to about ^30,000. 

Smithson College. — This institution had its origin 
in a small bequest of ;^8,ooo made by Joshua Smith- 
son of Switzerland County, to the Universalist denomi- 
nation. It was located at Logansport, in consequence 
of a donation of ;^20,ooo by Mrs. Elizabeth Holland, 
of that city. It has twelve acres of ground, is situated 
on a beautiful and commanding elevation on the north 
side of the Wabash River, overlooking the city and 
valley below. Its buildings, in point of appearance and 
arrangement, are models. It was designed for the 
joint occupancy of boarders and students of both 
sexes, and every part has relation to this purpose. 

Judge Hervey Cravens is president, and Hon. W. W. 
Curry, secretary of the board of trustees. Its present 
faculty consists of Rev. R. N. John, A. M., acting 
president; Miss Leora E. Bowyer, lady principal; 



COLLEGES AND COLLEGE WORIu l6l 

Professors Lee, Baldwin, Hall, and Peakes; Miss Mar- 
tin, teacher of music ; Miss Justice, teacher of paint- 
ing. It has no endowment, and depends on current 
receipts for expenses. 

De Pauw Female College. — This college is situated 
at New Albany. The building was originally erected 
in 1853, under the direction of the Indiana conference 
of the M. E. Church. A few years ago, Mr. De Pauw 
endowed the institution with considerable funds, after 
which the east wing was erected, completing the build- 
ing as originally designed. The entire cost was about 
;^35,000. The college has for the past six years been 
under the charge of President Erastus Rowley. March 
8, 1876, a fire injured the building to the amount of 
some ^10,000, which was fully covered by insurance. 

Spiceland Academy. — Spiceland Academy was es- 
tablished in 1862, by Clarkson Davis, who was principal 
until 1866. The year 1866, Mr. Davis spent in Europe, 
and during his absence Edward Taylor, a graduate of 
Earlham College, acted as principal. After his return, 
Clarkson Davis was at the head of the academy until 
1872, when he was succeeded by Timothy Wilson, 
who has remained in charge up to the present time. 
The institution was incorporated in 1871, and is con- 
trolled by six trustees, two of whom are chosen each 
year by Spiceland Monthly Meeting of Friends. The 
total enrollment for the year closing June, 1875, was 
506. The course of study and the character of instruc- 
tion entitle this academy to a place among the higher 
institutions of the State. 

Moore's Hill College. — ^This college is located at 
Moore's Hill, in Dearborn County. It has been in 
operation for twenty years. The nineteenth catalogue, 

Jnd. 14. 



1 62 



SCHOOLS OF INDIANA. 



which is for the years '74 and '75' gives a summary 
of students enrolled for the college year as follows: 



College Department 
Preparatory Department 
Musical Department 

Total . 
Counted twice 

Actual attendance 



36 
92 

31 



159 
18 

141 



The classical course covers four years ; the scientific 
course, three years. The whole number of classical 
graduates is 18, and of scientific graduates, 65. F. A. 
Hester, D. D., president, and three professors, consti- 
tute the faculty. 

Hartsville University. — This institution, situated 
at Hartsville, Bartholomew County, is under the con- 
trol of the United Brethren. It has but a small en- 
dowment, and consequently labors under some pecuni- 
ary embarrassment ; nevertheless a faculty, consisting 
of a president and five professors and teachers is sus- 
tained, and the school has a good name. The classical 
course, which covers four years, includes the usual col- 
lege work. The school was established in 1850, and 
the first class was graduated in 1859. The whole num- 
ber of graduates is 37. The catalogue for 1874-5 
shows the enrollment for the year to be in the college 
department — 7 classical students and 35 scientific 
students. The number in all the departments is 159. 
Rev. W. J. Pruner is president. 



REFORMATORY AND BENEVOLENT 
INSTITUTIONS. 



V 



OTIS A. BURGESS, A. M. 



(163} 



REFORMATORY AND BENEVOLENT 
INSTITUTIONS. 



AMONG the things most noteworthy which distinguish 
modern from ancient civiHzations, may be men- 
tioned Reformatory and Benevolent Institutions. Un- 
der the benign influences of the Christian rehgion, 
humanity is gradually approaching the grand idea of a 
common brotherhood ; and the regulations of civil and 
social life, by a moral force more irresistible than the 
tread of martial hosts, are rapidly adapting themselves 
to the broad and generous impulses of the better 
nature of man. Under these impulses, the aged, the 
poor, the unfortunate, the decrepit, and the fallen, are 
no longer left homeless or destitute, much less put to 
death as the shortest mode of ridding them of their 
trouble and society of their presence ; but they are 
provided with homes, houses of refuge, hospitals, 
and asylums, some of which are founded and main- 
tained, regardless of cost and trouble, by the State, 
while others are the fruits of that pure Christian charity 
and benevolence which seek to reduce to real life the 
golden rule. 

Indiana, in her public character, and in her private 

(165) 



1 66 SCHOOLS OF INDIANA. 

benevolent enterprises will compare, not unfavorably, 
with her sister States. 

The following statement will show as fully as practi- 
cable in the space allotted to this chapter, the general 
scope and intent of the various local charitable institu- 
tions of Indianapolis, and of Marion County, both pub- 
lic and private. These are selected for description, be- 
cause they may be taken as institutions typical of those 
which are to be found in almost every city and county 
in the State. The statement also describes the work 
of the State Benevolent and Reformatory Institutions. 

The Marion County Infirmary. — ^This institution 
was founded as early as 1832, and is situated about 
three miles north-west of Indianapolis. A farm con- 
sisting of 160 acres was purchased at the time men- 
tioned. The only building then upon it was a log 
cabin of two rooms. Other buildings have been erected 
from time to time as the wants of the institution have 
demanded, until, at present, there are ample and com- 
modious rooms to meet all usual requirements. The 
main building is 204 by 184 feet, four stories high, and 
was erected at a cost of ^120,000. Separate and con- 
venient apartments are provided for the sexes, and the 
institution is under the best of management. The 
physician-in-chief receives but a moderate salary for his 
services, and his work may really be styled a work of 
charity. Nearly 200 inmates have been provided for 
within the space of a single year. Almost all condi- 
tions of society and of disease that properly come 
under the care of the county authorities are found in 
this institution. 

The City Hospital. — This institution takes rank 
among the most worthy of the benevolent enterprises 



BENEVOLENT INSTITUTIONS. 167 

of Indianapolis. It was established in March, 1856, 
by the Common Council of the City, and the buildings 
were completed in 1859. This institution, of which 
Indiana may be justly proud, has conferred an ines- 
timable boon upon the poor and unfortunate. Nearly 
2,000 patients have been treated since the erection of 
the buildings. An average of thirty is constantly 
under treatment in the institution. The average num- 
ber of cures has been large, which speaks volumes for 
the care and skill of the attending physicians. 

The Indianapolis Benevolent Society. — This so- 
ciety was organized on the Thanksgiving evening of 
November, 1835, 3. fit occasion for so noble a work. 
The movement was participated in by the churches of 
Indianapolis, irrespective of denominational lines; and 
each Thanksgiving evening, from the date of organiza- 
tion until the present time, has been sacredly observed 
by the churches in a union meeting, held to devise 
plans for carrying forward the good work. As the 
name indicates, it is a purely benevolent work; there 
are no salaried officers and no paid agents. Each year 
the city is divided into small districts. A committee 
of one lady and one gentleman is appointed for each 
district. The whole city is thus thoroughly canvassed. 
Contributions of money, food, or clothing are solicited 
from all who are able to contribute, and the names 
and the residences of those who in any manner need 
aid are taken. These committees report to head-quar- 
ters, depositing with the proper officers their collec- 
tions, and whenever a call is made for aid, the books 
are at once consulted to ascertain whether the name 
and residence of the applicant have been taken by the 
canvassers ; if there be doubt as to the genuineness 



1 68 SCHOOLS OF INDIANA. 



of the claim, a committee at once visits the residence 
of the claimant, making personal inspection of the 
case. Thus, very few worthy objects of charity are 
passed by unaided, and very few unworthy persons 
impose upon the benevolence of the people. By 
these means also, public begging from house to house 
is almost entirely prevented, and the visitor to the 
capital often remarks the freedom of the city from 
street beggars. It would be impossible to estimate the 
amount of suffering alleviated and exposure avoided, 
through the aid of this truly Christian institution. 

The Ladies' Society for the Relief of the Poor. 
— ^This society was organized in February, 1869, by 
Protestant and Catholic ladies. It has, on the one 
hand, the laudable desire to overcome all denomina- 
tional differences in the great work of benevolence, 
and on the other, the work of cultivating that spirit 
of charity which thinketh no evil. It has proved 
itself a helpful auxiliary in the good work of stimulat- 
ing the benevolent activities of those with whom its 
members are associated. 

The Orphans' Home. — Perhaps no appeal more 
touching or tender comes to the human heart, than 
that made by the mute lips and pale face of a little 
parentless child. The women, always in some good 
work — "last at the cross and first at the tomb " — have 
not passed that appeal by. The Orphans' Home was 
chartered in 1850. From time to time, suitable build- 
ings have been erected, and the Home, under the ju- 
dicious management of devoted Christian women, has 
been a home indeed for many an orphan wanderer 
that might otherwise have perished on the streets, or 
have found its way into those dens of infamy where 



BENE VOLENT INSTITUTIONS. 1 6^ 

SO many unfortunates barter away character and soul 
for a scanty and wretched subsistence. The number 
of inmates varies from 50 to 100 per year. At pres- 
ent there are 75. These httle waifs are cared for with 
the watchfulness of a mother's love, and as soon as 
possible they are placed in families where they may 
receive the advantages of a good and permanent home. 

Home for Friendless Women. — This institution is 
located near the city limits. The name sufficiently 
explains the intent of its founding. A home is pro- 
vided for those women who are destitute of home and 
friends. Not only are the fallen cared for, but the 
needy and unfortunate are also received without re- 
gard to the cause of their misfortune. 

It was opened in February, 1867, and had 70 in- 
mates the first year. The number has increased from 
year to year, reaching at times nearly 300. 

Its management has been upon a careful and eco- 
nomical basis, and the good results both to the inmates 
and to society at large are manifest. 

Indianapolis Asylum for Friendless Colored 
Children. — This institution was established in 1870, 
and is located in the north-western part of the city. 
Recognizing the voice of Him who said "of one blood 
have I made all nations," the movement was inaugu- 
rated the more effectively to care for those poor waifs 
thrown helplessly upon society, whose condition was 
all the more pitiable on account of that wicked preju- 
dice against color. In this institution the poor colored 
child receives the same attention as though his face 
were of the fairest hue. A benevolence is surely sin- 
'lere when the most stubborn prejudices are overcome 
in order to display it. 

Ind. 1.3. 



170 SCHOOLS OF INDIANA. 

There are in addition to the above named societies 
and institutions other local associations, such as the 
German Protestant, and Ladies' German Protestant, Aid 
Societies ; societies for the relief of the crippled and 
deformed; private institutions of charity; free medical 
dispensaries, etc., etc., all of which are working in the 
same general channels of charity, benevolence, and 
reform, and are accomplishing incalculable good for 
every class of sufferers by misfortune as well as by 
crime. 

Indiana House of Refuge. — This institution was 
founded in March, 1867, and opened January, 1868. 
It is located near Plainfield. The Assembly that 
authorized its establishment appropriated 1^50,000 to 
carry out the provisions of the act. The buildings 
and grounds cost ^180,000. The institution seeks to 
reform "juvenile offenders." There were 112 inmates 
the first year, and the total number admitted to date 
is 720. 

The general scope of the training and instruction is 
to reform, rather than punish, and to reclaim to the 
walks of good society those youths who otherwise 
would grow up in the school of crime. Good results 
have constantly flowed from this fountain of benevo- 
lence. 

Indiana Institute for the Deaf and Dumb. — This 
institution, located near Indianapolis, was authorized 
by an act of the General Assembly in 1 844. Buildings 
large and commodious have been erected, showing a 
front of 260 feet, and a depth of 80 feet. These are 
three stories high, and cost not far from ^^2 2 5, 000. 

There are connected with this institution over 100 
acres of ground, which, owing to its nearness to the 



BENE VOLEN T INSTITUTIONS. 1 7 1 

city, is worth not less than ;^2,C)00 per acre. The 
annual appropriation for the maintenance of the institu- 
tion by the State is about $45,ck)o. 

The attendance of pupils ranges from two hundred 
to three hundred each year. 

As this is an institute of learning, and not an asylum, 
all the means and facilities requisite thereto are brought 
to bear on the question of educating the inmates. 

Only those who have been engaged in the education 
of the deaf mute can understand the difficulties attend- 
ing such a work, especially in the case of those born 
deaf and dumb. To substitute signs physical for signs 
vocal, and to arouse the understanding and reason to 
the proper significance of the world without and the 
self within, is a work of no small magnitude. Step by 
step and year by year, however, have these difficult 
tasks been performed, and with such marked success 
that the visitor to the institute carries away the im- 
pression that the "poor unfortunates" are about the 
merriest people of earth. Indiana has reason to be 
proud of the success of this institution. 

The Indiana Institute for the Education of the 
Blind. — This State Institution was founded by an act 
of the General Assembly in 1847, '^"d was opened in 
October of the same year. The present buildings, most 
beautifully situated on the north side and near mid-way 
east and west of the original town-plat of Indianapolis, 
were erected at a cost of about ^100,000; the build- 
ings with the grounds, at this date, are probably worth 
three or four times that amount. They present a front- 
age of 150 feet, with an average depth of about 90 
feet ; the center is five, and the wings are four stories 
high. There are ample accommodations for a large 



1/2 SCHOOLS OF INDIANA. 

class of pupils, and every appliance that modern benev- 
olence can suggest or modern skill contrive, has been 
brought into requisition for the benefit of this unfortu- 
nate class of our fellow-beings. 

The first year there were received for education 25 
pupils. From that date to the present, the entire num- 
ber received is 521, — 283 males and 238 females. 

The institution has two departments — the school and 
the industrial. In the former the following branches 
are taught : orthography, reading, writing, English 
grammar, rhetoric, composition, arithmetic, algebra, 
physical and descriptive geography, history, physiol- 
ogy, anatomy, botany, mental moral and natural phi- 
losophy, and vocal and instrumental music. 

In the Industrial Department, the males make 
brooms and brushes of all kinds, carpets, mats, chairs, 
and baskets. The females make aprons, bed comforts, 
spreads and ticks, handkerchiefs, towels, table covers, 
and a great variety of ladies' wearing apparel, together 
with all kinds of bead and fancy work. The cost of 
maintaining the institution varying but little from 
;^20,ooo a year, is the merest trifle, while the amount 
of good accomplished in sending out young men and 
women well prepared to earn a competence, instead of 
being a perpetual charge to their friends, or beggars for 
daily food, is inestimable. 

About three miles west of Indianapolis is situated 
The Indiana Hospital for the Insane. — Perhaps no 
calamity of earth, except loss of character, is so great, 
so dreadful, as the loss of reason. If, therefore, it 
lies within the bounds of human possibility either to 
ameliorate the condition of the insane or to effect their 
cure, surely, a supreme endeavor — only to be surpassed 



BENE VOLENT INSTITUTIONS. 1 73 

in the effort to save the soul — should be put forth in 
their behalf. Thoroughly has Indiana appreciated this 
work, and nobly has she responded to its demands. 

The Hospital for the Insane was founded by an act 
of the Assembly in 1847, ^"^i was opened for patients 
in 1848. The number of inmates the first year was: 
males 53, and females 51. The whole number admitted 
to October 31, 1875, was — males, 3231 ; females, 2981; 
total, 6212. The number in the Hospital, at this date, 
is 300 men and 300 women. Of the whole number 
treated, the per cent of deaths has been: males, 11.08; 
females, 9. "j^. Of those treated, the per cent cured is : 
males, 50.08; females, 48.87. 

The present buildings show a front of 624 feet, the 
center being five, and the wings four stories high. 
They have a capacity for 500 patients. Connected with 
the buildings are 160 acres of ground, now of great 
value. These buildings were erected at a cost of 
;^500,000. Insanity, however, being a malady that 
does not necessarily shorten life, and one certainly not 
easily cured, though the above per cent of cures speaks 
well for the skill of the attending physicians, it has 
been found necessary to enlarge the facilities for taking 
care of this class, and the State accordingly made 
liberal appropriations therefor. New buildings are now 
in process of erection, and it is supposed that they will 
be completed within two years. They will have a ca- 
pacity for 600 additional patients. These buildings, 
when completed, will be occupied exclusively by the 
females, and the present structures will be occupied by 
the males exclusively. In the adaptation of the new 
buildings to the exact purposes for which they were 
designed, and in respect to modern appliances for com- 



174 SCHOOLS OF INDIANA. 



fort and convenience, it is perhaps not too much to say 
that no State will surpass Indiana. In prompt and 
efficient attention to the unfortunate that need public 
aid, she certainly stands in the front rank. 

The Indiana Soldiers' Home. — When patriotism 
dies, a nation is lost. Next to our God and his wor- 
ship, must stand our country and her defenders ; to 
provide, therefore, for those disabled in defense of the 
national life, and for the children of those brave men 
who have laid down their lives on the bloody field, is 
but the dictate of an impulse akin to worship itself 
Indiana has not failed to recognize her duty to her liv- 
ing heroes or to the children of her dead. 

The Indiana Soldiers' Home was established imme- 
diately after the close of the war. The Indianapolis 
city hospital building was occupied for this purpose 
from August, 1865, to April, 1866, during which time 
about 50 disabled soldiers were admitted. In the 
spring of 1866, the directors purchased the present 
site, known as Knightstown Springs, at Knightstown, 
to which place the Home was removed. Up to 1867, 
it was sustained by gifts and donations, obtained from 
all parts of the State. In 1867, it was recognized by 
the General Assembly, an appropriation being made 
of ;^5o,ooo for buildings; the words "and Sailors' and 
Orphans' " were added to the name, and it thus became 
one of Indiana's permanent benevolent institutions, to 
remain as long as the survivors of the war shall need 
its aid. The building was erected at a cost of some- 
thing over ^50,000. It is 150 by 60 feet, three stories 
high, and contains 48 rooms, each 23 by 16 feet, be- 
sides two large attic halls. It was occupied by the 
soldiers in June, 1868. During that year, 200 soldiers 



BENEVOLENT INSTITUTIONS. 1/5 

and 75 orphans were received. From year to year, 
however, the number of the soldiers so rapidly de- 
creased, that it was deemed best to transfer the few 
remaining ones to the National Asylum, at Dayton, 
Ohio. Meantime, also, the number of orphans rapidly 
increased, so that all the accommodations were needed 
for them. There are now in the Home 250 children 
between the ages of six and fifteen. These children 
are provided for at the expense of the State ; a good 
common school education is given them, and they are 
taught in the ways of uprightness and truth. If " the 
bones of the dead stir in the grave," it surely must be 
something of a balm to our fallen heroes that their 
children are being provided for at the hands of the 
State for whose glory they fell. 

Indiana Female Prison and Reformatory. — No 
philanthropist has ever visited prisons who has not had 
occasion to lament over the defects of the prison sys- 
tem. If men and women must be deprived of their 
liberty for the good of society, it does not follow that 
they, even in prison walls, should be treated inhu- 
manly, or even carelessly. The good people of Ind- 
iana, appreciating these things, began the agitation of 
the question of prison reform in 1869. The following 
are some of the results. Near Indianapolis has been 
erected a building 174 by 109 feet, as a main building, 
with wings to be extended, making an entire front of 
575 feet. 

The objects of this truly benevolent and philan- 
thropic movement are, first, to hold in confinement 
that class of females so lost to self respect as to need 
compulsory seclusion from society ; and, second, to re- 
form those who are yet within the reach of good influ- 



176 SCHOOLS OF INDIANA. 

ence and example. Misfortune, poverty, the wiles of 
the seducer, rather than the mere desire for sensual in- 
dulgence, are often the causes of the first downward 
step to ruin ; and such unfortunates, taken timely under 
protection from further temptations, may be restored 
to self respect and a useful life. The institution is ac- 
complishing its purposes in a marked degree, and the 
State has reason to be proud of the humane influences 
here at work. 

Conclusion. — More and more, year by year, are the 
people of Indiana awakening to the necessity of pro- 
viding for all who need aid, and as far as possible, of 
removing the source whence acts of lawlessness and 
crime are continually flowing. Let it be hoped that 
those who celebrate the next centennial of American 
freedom and of American greatness, will find that the 
sword has not only been beaten into plowshares and 
the spear into pruning-hooks, but that jails and pris- 
ons have been turned into school-houses and churches, 
and men have ceased to study war and crime. 



WOMEN IN THE SCHOOLS 

GEORGE P. BROWN. 



(177) 



WOMEN IN THE SCHOOLS 



FIFTY, or even twenty-five years ago, the Hoosier 
school-master was a man. He was selected quite 
as much for his physical prowess as for his intellectual 
attainments. If he was able to read, write, and ci- 
pher, and to whip the largest boys, he was considered 
well qualified for his work. Women were seldom em- 
ployed except in the cities, and then only in the pri- 
mary schools. Ere long, however, it began to be 
manifest that love and kindness were much more potent 
elements than force in the management of the school, 
and from that time woman began to occupy a promi- 
nent place in the profession. 

To write the history of woman's work in our public 
schools, is to write the history of nearly all that is 
valuable in them. Little has been accomplished in 
the immediate work of the school-room that is not the 
result of her labor. Her supremacy in the primary 
school is universally acknowledged, and she gives a 
character to much of the work in the higher depart- 
ments. 

Whether this is altogether wise or not, whether pu- 
pils would not leave school with minds more symmet- 
rically developed, and in every way better prepared for 

('79) 



l8o SCHOOLS OF INDIANA. 

life's duties, if they received more of their training 
from men, is a question worthy of serious considera- 
tion ; but it is a question which it is not the province 
of this chapter to discuss. The proposition, however, 
is self-evident to those who have given the subject any 
considerable thought, that women possessing the high 
order of intellect, and the culture that most of our 
lady teachers do possess, are far superior as educators 
in every department to men of second or third rate 
ability. Until, therefore, the inducements for men to 
enter the profession of teaching shall equal those that 
now impel them to prepare for other vocations, the in- 
struction in our schools will be delegated largely to 
women. 

Many male teachers are employed in the rural dis- 
tricts throughout the State, but these are generally 
young men who are using the public school as a lad- 
der by which they may climb to some profession more 
desirable. Since many vocations open to men are 
practically closed against women, either because of 
their nature, or of the custom that debars women from 
entering them, there is more inducement for young 
ladies, desiring to avoid a life of dependence, to pre- 
pare themselves thoroughly for the business of teach- 
ing. As a result, our schools are indebted largely to 
women for the success of most of the reforms and im- 
provements that have been introduced in recent years. 
Woman's influence in the primary department during 
the last twenty years has worked a radical change in 
the methods of instruction and government in the 
schools throughout the State. Experienced and suc- 
cessful teachers, some with and many without Normal 
School training, have practically mastered both the 



WOMEN IN THE SCHOOLS. l8l 

science and art of teaching. They have devoted 
themselves to the study of the laws of mental growth, 
and by the aid of professional books and intelligent 
experiments, they have determined the course of 
study and a method of procedure, adapted to the 
needs of the child in his various stages of develop- 
ment. 

The reforms, inaugurated and pursued so successfully 
in the lower grades, have suggested new methods in 
respect to the work in the higher grades. In studying 
to know what is best for the child and why it is best, 
the work and methods adapted to more mature minds 
have been discovered. 

In reviewing the history of the progress of the re- 
form in our elementary schools, it is seen to have 
commenced in the larger cities. Richmond, Fort 
Wayne, Indianapolis, Terre Haute, Lafayette, Evans- 
ville, and a few other towns became centers from 
which the surrounding country caught the spirit of 
the work, and to which the teachers in smaller towns 
and rural districts looked for instruction. The most 
rapid advance has been made within the last ten years. 
Previous to 1865, the public school term did not con- 
tinue longer than from three to five months each year 
in most of the towns and cities of the State. This 
was too short a time for any thing but the most super- 
ficial work. Immediately, however, upon the re-en- 
actment of the law providing for local taxation, all the 
principal cities extended their school term to ten 
months in the year, and thus made it possible to adopt 
and pursue a systematic course of instruction. Some 
of those who were most prominent in the primary 
work of former years have either withdrawn from the 



l82 SCHOOLS OF INDIA. VA. 

ranks, or have entered higher departments of the 
school. Among those who have been prominent in 
bringing to its present state of excellence our primary- 
work are Amanda P. Funnelle, now teacher in the 
State Normal School ; Nebraska Cropsey and Anna 
Barbour, of Indianapolis ; Ruth Morris and Julia Test, 
of Richmond; and Mary H. Swan, Miss Lena Fun- 
nelle, and Miss Kittie Drake, of Fort Wayne. 

But woman's field of labor is not confined to the 
primary grades, as the large number of women em- 
ployed in our grammar and high schools attests. The 
improvements that have been made in the instruction 
in these departments are not so marked as in the lower 
.schools for the following reasons: 

1st. The work in the higher departments of school 
is not that for which woman is by nature so eminently 
fitted. 2d. The reform was commenced later, and 
teachers have not yet learned to adapt their instruction 
to that stage of mental growth in which it is necessary 
to blend, .so to speak, the concrete and the abstract. 
One of these methods is apt to prevail too much to the 
exclusion of the other. In the department of English 
language, our lady teachers have commenced some 
much-needed reforms, and are prosecuting them with 
an intelligence and skill unsurpassed. Miss Mary 
Bruce, teacher of Language in the State Normal 
School, has prepared a course of study in this subject 
for that institution that for logical thought and arrange- 
ment is unequaled by any thing that has yet been pre- 
sented to the public. Miss Ruth Morris, teacher of 
English in the Indianapolis High School, has taken up 
the same line of thought, and is adapting it success- 
fully to the needs of the grammar and high school 



WOMEN IN THE SCHOOLS. 183 



grades. Several other women are pursuing the same 
line of study, and are working with an energy and in- 
telligence that shows clearly that the power of abstract 
reasoning and generalization is not limited to men. 
Among those who have been or are now prominent in- 
structors in the higher departments of school work may 
be mentioned, in addition to those already named : Fi- 
delia Anderson, Emily Johnson, Mary Nicholson, Mary 
McGregory, Rhoda Driggs, May W. Thompson, Ellen 
F. Thompson, Emma A. Greene, S. M. Lovejoy, 
Eliza F. Ford, and Mrs. N. A. Stone, of the Indianap 
olis High School ; C. D. Fuller and S. B. Fowler, of 
Fort Wayne ; Mrs, I. G. Holcomb, of Richmond ; 
Mrs. D. B. Wells, of Plymouth; Miss Mary Reid, 
Frank Kendall, and Mrs. Barnes, of Madison; Mrs, 
Hunt, of Spencer; Mrs. H. S. McRae, Muncie; Mrs. 
S. Cox, Kokomo ; Mrs. George Hufford, New Castle ; 
Miss M, E. Lyon, La Porte ; Miss Lydia Dimon, 
Attica ; Sarah A. Oren, of Purdue University. 

Judging from the immediate past, and the general 
satisfaction with the results achieved, it seems evident 
that the " Hoosier School-masters" of the immediate 
future will be women. The alluring possibilities of 
wealth and position which a rapidly developing State 
offers to men in other fields of labor, and the eminent 
success that woman has achieved in teaching, will cause 
her to be regarded for some years as the party best 
fitted to instruct children and youth. Subsequently, it 
will be discovered that both women and men have each 
a well-defined work to do which can not be delegated 
to the other without serious injury to the general good. 



THE IDEA OF A NORMAL SCHOOL. 

BY 

WILLIAM A. JONES, A.M. 



Ind. 16. (185) 



THE IDEA OF A NORMAL SCHOOL. 



THE Popular Idea. — Webster defines a Normal 
School to be "a. school whose methods of in- 
struction are to serve as a model for imitation ; an in- 
stitution for the education of teachers." 

An institution, then, in which .students are trained to 
imitate methods of teaching by which themselves are 
taught, is the idea of a Normal School set forth in the 
definition. 

The definition is the repository of the thought of 
the people in regard to the object defined. 

The fact that there is a growing demand for teachers 
who have had some special training in methods of 
teaching, has led some schools, established primarily 
for other purposes, to adopt the name Normal ScJiool. 
Others have added to their field of work a Normal De- 
partment. 

The ends sought in these schools are a somewhat 
more careful study of the branches which the student 
is to teach, and some training in the details of school 
organization and school management. The methods 
of instruction under which the student prosecutes his 
work are supposed to be worthy of imitation. 

These best methods are often settled by vote of 

(1S7) 



SCHOOLS OF INDIANA. 



the class, irrespective of the nature of the subject of 
study, and of the law of mental development. 

In this way, the thought of a normal school ex- 
pressed in the definition quoted, is perpetuated. And 
a normal school is, in the thought of the people, a 
school whose methods of teaching are to serve as a 
model for imitation. Occasionally a student of superior 
endowments and unusual insight, breaks loose from 
the best methods, stops thinking the opinions of 
others, and thinks for himself He finds the true 
method determined in the subject itself, and in the law 
of his own mind. He condemns normal schools as 
technical and pedantic. He achieves success as a 
teacher, not by imitation — not by following the popu- 
lar idea of a normal school, but by violating it. 

To imitate is a mechanical process. Doubtless it is 
better to imitate a good method in teaching, one which 
has been determined by principles and processes of 
which the imitator is unconscious, than to work with- 
out a method. 

To imitate is a characteristic of the Chinese intellect, 
and of Chinese civilization. To imitate is childish ; it 
is spiritually dwarfing ; it is deadening to all free 
activity. So far as it involves intellectual activity, it is 
thinking others' opinions — it is thinking by authority. 
It is technical. It is pedantic. There is in it no in- 
spiration for either teacher or scholar. 

The True Idea. — Every object of our investigation, 
whether it belong to the world of matter or of mind, 
if it be a whole in itself, has a purpose, and the object 
exists for the realization of its purpose. Such an ob- 
ject exists for itself — has its own purpose within itself, 
which makes it to be what it is. A part of such object 



THE IDEA OF A NORMAL SCHOOL. 1 89 

does not exist for itself, but for the whole. It can be 
understood only in relation to the whole. A plant is 
a whole. Its purpose is to reproduce itself. The pro- 
cess and mode of its development point to this end. 
Its purpose determines the order and mode of its 
growth. When we know the order, the mode of de- 
velopment, and the purpose of the plant, we under- 
stand it as an object existing for itself; when we study 
the plant as a relative object, we study the conditions 
essential to its growth, on the one side, and the related 
purposes of its growth — food for animals, etc. — on the 
other. To know the plant as a man knows it, not as a 
beast, one must know its purpose ; the mode by which 
it attains its purpose as a being existing for itself; the 
conditions of its growth, and the purposes which it 
subserves as a related being. In general, if the object 
of study be one of nature, it contains its purpose 
within itself, and its purpose determines the order and 
mode by which the purpose realizes itself. If the ob- 
ject of study be a mechanism, as a table or a steam- 
engine, it still has its purpose, but the purpose is put 
into table or engine by the mechanic. 

If the object of study be a work of art, as a statue, 
a painting, or a poem, it still has a purpose, but the 
purpose was put into the object by the artist. Every 
human institution has a purpose, and the purpose is 
put into the institution by those who form it. The 
purpose is a thought in the mind of mechanic, artist, 
or citizen. The purpose determines the process of con- 
struction — the selection, arrangement, and adaptation 
of parts. 

Neither the machine, nor the work of art, nor the 
institution, is understood in any intelligent sense till its 



IpO SCHOOLS OF INDIANA. 

purpose is known, the relation of the parts to one 
another and to the whole, and the mode by which the 
whole accomplishes its purpose. 

Every object in nature, every object of man's crea- 
tion embodies thought. Things symbolize thought. 
The mind of every person is challenged to interpret 
the thought in things. 

In the order of creation in nature, and of construc- 
tion by man, the thought or purpose comes first ; the 
object through or by means of which the purpose 
becomes an objective fact, last. In the order of our 
investigation the objective fact comes first, the purpose 
last. By the law of intellectual development we are 
required to begin with the object as a sensuous fact, 
and proceed from this to the thought in the object, 
and to the relations which it involves. 

These two — the thought in the thing, and the law in 
the mind — are the elements which determine a natural 
and universal method of teaching. A method deter- 
mined by any other conditions must be, in the nature 
of the case, factitious and partial. 

The method above described is characterized as the 
natural one. 

Whether the subject of study or of instruction be an 
object of nature or a human production, it is a thing 
existing independent of myself. The thought which it 
expresses exists independent of my thought. I am to 
find my way to the thought in the thing, and interpret 
it to myself. Or, having done this, I am to lead 
another to do the same thing for himself — to teach him. 

The thought in the thing, and the method of realiz- 
ing the thought, I can have no influence over. These 
are fixed. Even my own mind — the investigating and 



THE IDEA OF A NORMAL SCHOOL. I9I 

interpreting agent — is itself an object of nature. It 
contains within itself its own purpose and mode or 
law of action by which this purpose can be attained. 
These facts I can not change. But in the latter case 
the self, the interpreting agent, is endowed with the 
wonderful power of making its own activities the ob- 
jects of its investigations. 

It can infer — or better, see the purpose of its own 
existence, and know the method of its own spontane- 
ous activity. It can direct and energize these activi- 
ties only in accordance with the laws of its own being, 
for the realization of its purpose. 

One can put no fiezv faculty into his spirit ; he can 
only develop by exercise such as are already there by 
nature. 

Hence, the law of his own mind, when consciously 
apprehended, enables one to give intelligent direction 
to the method of his investigation, and of his instruc- 
tion. 

Since neither the thought in the thing nor the law 
in the mind is under the control of the investigator or 
of the teacher, but both exist independent of his will, 
the method determined by them must be the natural 
one. It is universal because it is natural. 

Such method is not settled by the authority of opin- 
ions. It is settled by no association, or institute, or 
school. It is settled by the Creator himself 

The fact in tJie tiling, mid the law in the mind deter- 
mine the method. 

The true work of a Normal School, then, is: first, 
to train its students to such habits of thought and 
methods of investigation, as will enable them to deter- 
mine for themselves the boundaries of each subject 



192 SCHOOLS OF INDIANA. 

which they are to teach, to determine its content or 
subject-matter, to determine the logical dependence of 
the parts of the subject, and to determine the relation 
of the whole to other subjects. 

This process is finding "the fact in the thing." 
Second, to lead its students to study the forms and 
order of the spontaneous activity of their own minds. 
From such study one may gain a knowledge of the 
laws of his own spiritual activity and of the purposes 
of his different faculties and powers. This knowledge 
enables one to direct intelligently his activities in the 
mastery of a subject of study. 

It enables him to know when he has ' ' thought the 
subject." It aids him in the conduct of his personal 
culture. It aids him in the formation of his own char- 
acter. This knowledge enables one to direct the efforts 
of those whom he shall teach to the same ends. This 
knowledge is what is meant by ' ' knowledge of the law 
in the mind." These two knowledges are necessary to 
the teacher; for, in the presentation of a subject to 
children, what is first in the order of necessity and 
of logical dependence, is last in the order of apprehen- 
sion by the child. What is first in the order of his 
cognition is last in the order of logical dependence. 
Having the two knowledges, knowledge of the subject 
and knowledge of the mind, the teacher can distinguish 
between the logical and the chronological order of pre- 
sentation. He can choose either, according to the 
purpose he has in view and the state of mind of the 
learner. A teacher thus trained, can never be satisfied 
to be a mere imitator. He can never become mechan- 
ical, technical, deadening in his teaching. Penetrated 
with this idea, mastery of the subject and mastery of 



THE IDEA OF A NORMAL SCHOOL. I93 

himself, he can never be a superficial person, never a 
superficial teacher. He alone can simplify truth and 
present it according to the capacity of the learner. 
He only can distinguish between the important and the 
unimportant. He only can teach tndy the most in the 
shortest time. 

Third, A person may possess the two knowledges 
described, and yet fail to be an efficient practical 
teacher. With these acquirements, one may determine 
theoretically, what should be taught, and ]ioiv it should 
be taught, but fail in the actual practice of teaching. 

A third and important part of Normal School work 
is training in the practice of teaching till the pupil- 
teacher acquires a reasonable degree of skill in the art. 
Thus, Normal School work presents three essential 
phases of culture and training. 



Ind. 17. 



THE PRESENT SYSTEM, 

(WITH STATISTICAL TABLES.) 

BY 

JAMES. H. SMART, A.M. 



(195) 



THE PRESENT SYSTEM. 



THE school system of Indiana is the result of a 
growth of less than twenty-five years. The few 
common schools scattered over the State prior to the 
adoption of the new constitution in 1852, mainly 
dependent as they were upon local voluntary enter- 
prise, formed in no sense a State system. The people 
were permitted to open and maintain schools, but 
they were not compelled to do so. No State tax was 
levied, and no officers were made responsible to the 
State for the establishment and supervision of a gen- 
eral system of schools which should be supported by 
all and should be open to all. The framers of the 
new constitution, realizing that knowledge and virtue 
are the chief corner stones of a free republic, laid the 
foundations of our present system so broad and so 
deep that its perpetuity is placed beyond question. 
The following are the Constitutional Provisions upon 
which the system is based : 

Section i. Knowledge and learning, generally dif- 
fused throughout a community, being essential to the 
preservation of a free government, it shall be the duty 
of the General Assembly to encourage, by all suitable 

(197) 



198 SCHOOLS OF INDIANA. 

means, moral, intellectual, scientific, and agricultural 
improvement, and to provide, by law, for a general 
and uniform system of common schools, wherein tui- 
tion shall be without charge, and equally open to all. 

Sec. 2. The common school fund shall consist of 
the Congressional township fund, and the lands be- 
longing thereto ; 

The Surplus Revenue fund; 

The Saline fund and the lands belonging thereto ; 

The Bank Tax fund, and the fund arising from the 
one hundred and fourteenth section of the charter of 
the State Bank of Indiana ; 

The fund to be derived from the sale of county 
seminaries, and the moneys and property heretofore 
held for such seminaries ; from the fines assessed for 
breaches of the penal laws of the State, and from all 
forfeitures which may accrue ; 

All lands and other estate which shall escheat to the 
State for want of heirs or kindred entitled to the in- 
heritance ; 

All lands that have been, or may hereafter be, 
granted to the State, where no special purpose is ex- 
pressed in the grant, and the proceeds of the sales 
thereof, including the proceeds of the sales of the 
swamp lands granted to the State of Indiana by the 
act of Congress of the 28th September, 1850, after 
deducting the expense of selecting and draining the 
same; 

Taxes on the property of corporations, that may be 
assessed for common school purposes. 

Sec. 3. The principal of the common school fund 
shall remain a perpetual fund, which may be increased, 
but shall never be diminished ; and the income thereof 



THE PRESENT SYSTEM. 1 99 

shall be inviolably appropriated to the support of 
common schools, and to no other purpose whatever. 

Sec. 4. The General Assembly shall invest, in some 
safe and profitable manner, all such portions of the 
common school fund as have not hereintofore been 
intrusted to the several counties ; and shall make pro- 
vision by law for the distribution, among the several 
counties, of the interest thereof. 

Sec. 5. If any county shall fail to demand its pro- 
portion of such interest, for common school purposes, 
the same shall be re-invested for the benefit of such 
county. 

Sec. 6. The several counties shall be held liable for 
the preservation of so much of the said fund as may 
be intrusted to them, and for the payment of the 
annual interest thereon. 

Sec. 7. All trust funds, held by the State, shall 
remain inviolate, and be faithfully and exclusively 
applied to the purposes for which the trust was created. 

Sec 8. The General Assembly shall provide for the 
election, by the voters of the State, of a State Super- 
intendent of Public Instruction, who shall hold his 
office for two years, and whose duties and compensa- 
tion shall be prescribed by law. 

From the date of the adoption of these fundamental 
laws, the growth of the school system has been very 
rapid. 

A large school fund has been created and made pro- 
ductive ; a grand system has been organized and per- 
fected ; public sentiment has been aroused and molded 
aright ; school-houses have been built by the thousand ; 
schools have been opened within convenient distance 
of almost every child in the State; cities and villages 



200 SCHOOLS OF INDIANA. 



have maintained high schools and training schools ; a 
State Normal School has been established ; colleges and 
universities have been founded, and the whole educa- 
tional machinery of the State has been admirably 
adjusted and adapted to the wants of a great common- 
wealth. 

A comparative statement of a few leading facts will 
bring into contrast the condition of things as it existed 
twenty-five years ago, and as it is to-day. Then the 
length of school was but fifty days, now schools con- 
tinue in session one hundred and thirty days : then the 
school-master was often sought from afar, to-day thir- 
teen thousand men and women adorn their profession, 
honoring themselves and the State alike; then the 
school-houses were few in number and inferior in char- 
acter, to-day there are ten thousand, most of them 
tasteful and convenient, and many of them models of 
elegance ; then there was spent, for all purposes, less 
than half a million of dollars annually, to-day we pay 
nearly three millions of dollars to teachers alone, and 
two millions more for special purposes; then the value 
of the school property was scarcely worth estimating, 
to-day we have school property, in addition to the 
fund, to the amount of ten millions of dollars, devoted 
exclusively to educational purposes ; then the number 
of children enrolled in the schools was but a handful, 
to-day a grand army of more than half a million enroll 
themselves as pupils ; then the common school fund 
was but two and a half millions, to-day it aggregates 
eight and three-quarter millions. Above all these evi- 
dences of prosperity, and far better than any of them, 
are those results which can be estimated only by meas- 
uring the intelligence and the culture of the people. 



THE PRESENT SYSTEM. 201 

The Law which Governs the System. — The fol- 
lowing condensed statement of the powers and duties 
of the school officers will give, in brief outline, the 
main features of the school system of the State. 

The State Superintendent of Public Instruction 
is a constitutional officer, and is elected by the qualified 
voters of the State at a general election, for a term of 
two years. He is charged with the administration of 
the system of public instruction, with the general 
superintendence of the business relating to the common 
schools of the State and with the supervision of the 
school funds and revenues, appropriated for their sup- 
port. It is his duty to render an opinion, in writing, 
to any school officer, so desiring, in regard to the ad- 
ministration or construction of the school law ; he must 
also visit every county in the State, at least once in 
two years, and examine the Auditor's books and 
records, relative to the disposition of the school funds, 
the character of the loans made, and the manner in 
which the school revenues are collected and distributed. 
He must confer with the school officers, counsel with 
the teachers, and make public addresses as occasion 
may require. He is required to keep the general 
account of the school funds. To enable him to do this 
the county officers report to him, in June of each year, 
a detailed statement of the amount of funds on hand 
at the date of the last report, the additions made 
thereto, during the year, and the condition of the 
loans. This report forms the basis of the annual set- 
tlement between the counties and the State. He 
receives from the County Auditors semi-annual state- 
ments of the amount of State school tax collected, the 
amount of interest received on the fund held in trust 



202 SCHOOLS OF INDIANA. 

by the counties, etc., and the reports of the manner 
in which the County Auditors have made the semi- 
annual distribution of school revenues to the various 
school corporations. These transactions are more fully 
explained under the head of school revenues. He 
receives statistical reports from the county superintend- 
ents, of various kinds, and apportions the State school 
revenue for tuition to the various counties, in propor- 
tion to the number of school children in each. 

The State Superintendent hears appeals from the 
decisions of the county superintendents, in certain cases 
of general importance, including the granting of a 
license to a teacher and the revoking of the same. 
He is required also to make a report to the Legisla- 
ture, concerning the condition of the funds, the distri- 
bution of the revenues and the condition and wants of 
the schools of the State, together with such recom- 
mendations, in regard to the improvement of the sys- 
tem as he may deem desirable. It is his duty to cause 
ten thousand (10,000) copies of his report to be pub- 
lished and distributed. He is also required to publish 
and distribute a sufficient number of copies of the 
school laws of the State. He is ex officio trustee of the 
State Normal School, and the president of the State 
Board of Education. 

The State Board of Education consists of the 
State Superintendent of Public Instruction, who is 
ex officio its president, the Governor, the presidents of 
the State University, Normal School, and Purdue Uni- 
versity, and the superintendents of the largest three 
cities of the State. The Board meets quarterly, and 
forms an advisory council of the State Superintendent. 
It issues instructions to county superintendents, and 



THE PRESENT SYSTEM. 203 

prepares printed lists of questions which are sent 
out to the county superintendents monthly and by 
them are submitted to the teachers who apply for 
licenses. The State Board is also empowered to grant 
State licenses to teachers of high character and stand- 
ing which are valid for life. These examinations are 
conducted annually at various points in the State. 
The Board takes cognizance of such other educational 
matters as may properly come before it, and makes 
such recommendations to subordinate officers and to 
the Legislature as it may deem advisable. It appoints 
the trustees of the State University and the official 
visitors of the Normal School. 

The County Superintendent is appointed by the 
board of County Commissioners biennially in June. 
He must be a citizen of the county in which he is 
appointed, and must have had two years successful 
experience as a teacher. It is his duty to examine 
applicants for license to teach in the branches required 
by law, and in such other branches as may be required 
by the voters at school meetings, or by school-boards 
of towns and cities. He licenses such as are found 
competent for six, twelve, eighteen, or twenty-four 
months, and receives a fee of one dollar from each 
applicant. He is required to visit and inspect all the 
schools of his county, at least once in each year, 
except those of cities employing a superintendent. 
The County Superintendent is required to hear and 
determine appeals from the decisions of the township 
trustees in relation to the employment, dismissal, and 
removal of a teacher; the renting, removal, or build- 
ing of a school-house; and in relation to school meet- 
ings and the transactions thereof. In all local ques- 



204 SCHOOLS OF INDIANA. 

tions, the decision of the County Superintendent is 
final, although it does not abridge the right of any 
court of competent jurisdiction to take cognizance of 
such cases as might otherwise come before it. He 
receives statistical and financial reports from the trus- 
tees, and tabulates and transmits the same to the State 
Superintendent. He is authorized to revoke the license 
of a teacher who proves to be immoral or incompe- 
tent, or who neglects his business. He is required to 
hold a County Institute at least once each year, and 
to preside over a Township Institute at least once each 
month. He executes the orders of the State Board 
of Education, and transmits such information to the 
State Superintendent as may be required. He is 
president of the County Board of Education. 

City and Town Trustees. — There may be three dis- 
tinct municipal corporations in a county ; the township, 
which is ordinarily six miles square, the incorporated 
town, and the city. The Board of School Trustees for 
a city or a town is composed of three members, one 
member retiring annually in June. The School Trus- 
tees in cities are appointed by the Common Council, 
and the School Trustees in towns by the Board of 
Town Trustees, i. Such School Boards take general 
charge of the schools of their respective corporations; 
receive, pay out, and account for school moneys; 
build or otherwise provide school-houses; supply the 
schools with furniture, apparatus, etc. ; employ teach- 
ers; and make rules and regulations for the govern- 
ment of the schools. They are required to make 
financial reports to the County Commissioners and 
certain financial and statistical reports to the County 
Superintendent, and they have power to order that 



THE PRESENT SYSTEM. 205 

certain local school taxes be levied. It is also their 
duty to take the enumeration of the school population 
once each year. 2. They may grade the schools and 
prescribe text-books, and they may appoint a superin- 
tendent and prescribe his duties. The School Board 
of the city of Indianapolis is organized under the pro- 
visions of a special act, and consists of eleven School 
Commissioners who are elected for three years by the 
people at a special election in June. They perform all 
the duties of City and Town Trustees, as stated above, 
and, in addition, have some special powers in the 
matter of levying taxes. 

Township Trustees. — Each township has a civil 
trustee, who is elected by the qualified voters of the 
township at a general election for a term of two years. 
The Civil Trustees are made by law the School Trus- 
tees for their respective townships. They perform the 
duties described in paragraph marked i, under the 
preceding head. The Township Trustee, however, 
may be restricted in his powers by the action of the 
people. Each township has an average of nine dis- 
tricts. Tax-payers of a school district hold school 
meetings and elect a director. Such meetings may 
petition the trustee in regard to the building, repair- 
ing, or removal of a school-house, and they may also 
request the trustee to dismiss a teacher for just cause. 
The trustee can not employ any teacher whom a 
majority of those entitled to vote at school meetings 
have decided they do not wish employed. 

Township Trustees must hold, or cause to be held, 
monthly township institutes for the instruction of the 
teachers. They may establish graded schools, or such 
modifications of them as may be practicable, and pro- 



206 SCHOOLS OF INDIANA. 

vide for the admission of such pupils, from the pri- 
mary schools of the township, as are sufficiently- 
advanced to enter them. The School Trustees of two 
or more distinct municipal corporations have power to 
establish joint graded schools or such modifications of 
them as may be practicable, and provide for the 
admission of such pupils of the primary schools of 
their corporations as are sufficiently advanced to enter 
them. A director presides at school meetings, visits 
schools, and, as agent of the trustee, takes charge of 
the school-house, provides fuel, and makes all tempo- 
rary repairs. 

The County Board of Education. — The County 
Board of Education consists of the Township Trustees 
and the School Trustees of towns and cities. It meets 
semi-annually in May and September. A majority of 
the trustees constitutes a quorum. This board con- 
siders the wants and needs of the schools and school 
property under its charge, and also all matters relating 
to the change and purchase of school furniture, books, 
maps, charts, etc. It may adopt text-books for towns 
and townships, and no text-book can be changed 
within three years from the date of its adoption, ex- 
cept by unanimous vote of all the members of the 
board. 

School Funds. — The permanent school funds are 
divided into two classes: 

1st. The Common School Fund, the sources of 
which are enumerated in the constitutional provisions 
previously quoted. The consolidated fund now amounts 
to nearly six and a half millions of dollars. Of this 
sum, the State has borrowed nearly four millions of 
dollars, for which she has given non-negotiable bonds 



THE PRESENT SYSTEM. 20/ 



bearing six per cent interest, payable semi-annually. 
The remainder of this amount has been apportioned to 
the counties, and has been loaned by the county audit- 
ors to individuals upon real estate mortgages at 8 per 
cent interest. 

2d. The Congressional Township Fund, which is de- 
rived from the sale of the sixteenth section in each 
township, set apart to the townships by Congress for 
school purposes. This fund amounts to nearly two 
and a half millions of dollars, and is loaned by the 
county officers to individuals upon real estate mort- 
gages at 8 per cent. The interest on these two funds 
is annually expended for tuition purposes only. 

School Revenues. — The school revenues annually 
expended for tuition and other purposes are derived as 
follows : 

I. The common school revenue for tuition consists 
chiefly of the proceeds of a state tax of sixteen cents 
on each one hundred dollars and fifty cents on each 
taxable poll, and the interest on the common school 
fund. This revenue is reported to the State Superin- 
tendent of Public Instruction by the proper authorities, 
and is paid into the State treasury, the State paying its 
interest on the non-negotiable bonds semi-annually; 
and the counties paying over the interest and the pro- 
ceeds of the State tax which is due from them. This 
revenue is then apportioned semi-annually, in May and 
January, by the State Superintendent of Public Instruc- 
tion to the various counties of the State, in proportion 
to the number of children of school age enumerated in 
each. The amount thus distributed last year was 
nearly two millions of dollars, being about three dol- 
lars per capita upon the enrollment. 



208 SCHOOLS OF INDIANA. 

2. The proceeds of the Congressional Township 
Fund are distributed by the county authorities to the 
congressional townships in proportion to that part of 
the fund owned by each respectively. 

3. Trustees of townships, and the boards of school 
trustees in towns and cities, can each order a local levy 
in their respective corporations, not to exceed fifty 
cents on each one hundred dollars, and one dollar on 
each poll, in any one year. The sum arising from this 
tax is denominated Special School Revenue, and must 
be used for the construction, renting, or repairing of 
school-houses, providing furniture, school apparatus, 
and fuel therefor, and for the payment of other neces- 
sary expenses of the school except tuition. 

4. The civil trustees of towns, and the common 
councils of cities, may, upon the petition of the school 
trustees of the respective corporations, levy an annual 
local tuition tax not exceeding twenty-five cents on 
each one hundred dollars of taxable property, and 
twenty-five cents on each taxable poll. This tax can 
also be levied by township trustees. 

5. The board of civil trustees of a town, and the 
common councils of cities, may, upon petition of the 
school trustees thereof, issue the bonds of their re- 
spective corporations to an amount not exceeding in the 
aggregate fifty thousand dollars, payable in not less 
than one year nor more than twenty years after isisu- 
ance, for the purpose of providing means to pay debts 
contracted by school trustees in the purchase of 
grounds or in the erection of school buildings. The 
civil authorities who may issue said bonds are required 
to levy an annual special tax not to exceed fifty cents 
on each one hundred dollars of taxable property, and 



THE PRESENT SYSTEM. 20g 

one dollar on each poll, for the purpose of paying the 
principal and interest of said bonds as they shall be- 
come due. 

The total amount of tax possible in cities and towns, 
in any one year, under the law, is as follows, viz : 

State tax on each ;^ioo ^. i6; on each poll $ .50 

Local tuition tax on each ;^ 1 00 .25; " " " .50 

Local special tax .50; " " " i.OO 

Special bond tax .50; '* " " i.oo 



Total $1.41; " " " ^3.00 

In townships the limit is on property, $ .gi ; on polls, 
^2.00. 

6. The school board of Indianapolis can, in addition 
to the taxes mentioned above, make a levy of twenty- 
five cents on each one hundred dollars of taxable prop- 
erty for tuition purposes, and twenty-five cents on each 
one hundred dollars for building purposes, etc. It can 
also levy a tax of two cents on each one hundred dollars 
for free library purposes. The board is also authorized 
to issue bonds to the amount of one hundred thousand 
dollars in anticipation of the tax for building purposes. 

Miscellaneous Provisions. — i. The teachers are 
required to make a report in writing, at the close of 
the school term, to the trustees, embracing a variety 
of statistical information concerning the schools. Until 
such a report is filed with the trustee, he is not allowed 
to pay the teacher more than 75 per cent of his 
wages. 

2. Teachers are required to attend the sessions of 
the Township Institutes. These institutes must be 
held at least once each month and may be held, at the 

Ind. 18. 



210 SCHOOLS OF INDIANA. 

discretion of the trustee, every two weeks. In case 
teachers are absent from these meetings, for any other 
cause than sickness, they forfeit one day's pay for 
every day's absence therefrom. 

3. The common schools of a county are required to 
be closed during the session of the County Institute. 
This meeting is held at least once each year. The 
teachers are expected to be present, although there is 
no penalty for non-attendance. 

4. Whenever the County Superintendent certifies to 
the County Auditor that an institute has been attended 
by at least twenty-five teachers, or persons preparing to 
become such, he is authorized to draw from the county 
treasury the sum of thirty-five dollars, to pay the ex- 
penses of the institute ; and when the County Superin- 
tendent certifies that forty teachers, or persons prepar- 
ing to become such, have attended the institute, fifty 
dollars can be drawn from the county treasury to pay 
the expenses. 

5. Parents or guardians of school children can, with 
the consent of the Township Trustee and upon showing 
good cause, become detached from one school district 
in a township and be attached to another district. 
When persons living in one township can be better 
accommodated with school privileges in a school in 
an adjoining corporation, they may be transferred to 
the desired school by the trustee of the township in 
which they live. This transfer is for school purposes 
only. 

6. An act approved May 31, 1869, after providing 
for the taxation of the property of colored persons for 
school purposes and for the enumeration of the colored 
children, reads as follows: 



THE PRESENT SYSTEM, 211 

"The Trustee or Trustees of each township, town 
or city, shall organize the colored children into sepa- 
rate schools, having all the rights and privileges of 
other schools of the township : Provided, There are not 
a sufficient number within attending distance, the sev- 
eral districts may be consolidated and form one district. 
But if there are not a sufficient number within reason- 
able distance to be thus consolidated, the Trustee or 
Trustees shall provide such other means of education 
for said children as shall use their proportion, accord- 
ing to numbers, of school revenue to the best advan- 
tage;" and that "All laws relative to school matters, 
not inconsistent with this act, shall be deemed appli- 
cable to colored schools." 

7. Section 147 reads as follows: 

"The common schools of the State shall be taught 
in the English language, and the Trustee shall provide 
to have taught in them orthography, reading, writing, 
arithmetic, geography, English grammar, physiology, 
history of the United States, and good behavior, and 
such other branches of learning and other languages, 
as the advancement of pupils may require and the 
Trustee from time to time direct ; and whenever the 
parents or guardians of twenty-five or more children in 
attendance at any school of a township, town or city, 
shall so demand, it shall be the duty of the School 
Trustee or Trustees of said township, town or city, to 
procure efficient teachers, and introduce the German 
language, as a branch of study, into such schools ; 
and the tuition in said schools shall be without charge: 
Provided, such demand is made before the teacher for 
said district is employed." 

8. Section 167 reads as follows: 



212 SCHOOLS OF INDIANA. 

"The Bible shall not be excluded from the public 
schools of the State." 

STATISTICAL EXHIBIT. 
1875. 

I. Enumeration, 
Number of white males . , 340, 5 14 
Number of white females . . 317,434 



Total number of white children 657,948 

Number of colored males , . 4,940 

Number of colored females . . 4,848 



Total number of colored children 9,788 

Total enumeration . . 66'j,'jT)6 

Number enumerated last year . 6^4,^64 



Increase .... 13,372 

The increase in school population during the past 
seven years has been as follows, viz: 

Enumeration of 1868 ..... 592,865 



Increase for year ending September i, 1869 
Increase for year ending September i, 1870 
Increase for year ending September i, 1871 
Increase for year ending September i, 1872 
Increase for eight months ending May i, 1873 
Increase for year ending May i, 1874 . 
Increase for year ending May i, 1875 . 



17,699 
9>o63 
3,101 
8,811 
8,903 
13,922 
13.372 



Total as above ..... 66y,y^6 
Illiteracy. — By reference to the United States cen- 
sus of 1870, it appears that there were in the State of 
Indiana, at that time, 26,783 children between the ages 
of 10 and 21 who could neither read nor write. After 



THE PRESENT SYSTEM. 213 

patient and careful inquiry, it was thought that the 
number of iUiterate children was much smaller than 
was shown by this statement. Having all the ma- 
chinery necessary for taking an accurate census of the 
school population, it was determined to make a sepa- 
rate enumeration of all illiterates between the ages of 
10 and 21. This was done at the time of taking the 
last enumeration. In scventy-nme counties of the State, 
the reports show that there were but 4,234 illiterate 
children between the ages of 10 and 21. Upon the 
supposition that the counties that did not report, con- 
tain the same proportion of illiterates as the other 
counties, the total number of illiterates in the State 
would be 4,922. 

While it is probable that a large share of those 
reported as illiterates by the United States Census in 
1870 have now become of age and are therefore not 
included in the report taken by our school officers, 
a careful analysis of the facts will show one of two 
things to be true — that the census did us great injus- 
tice, or that our teachers have been doing some good 
work during the past five years. 

11. School Attendance. 

Number of white males enrolled in 

the schools .... 264,041 

Number of white females enrolled in 

the schools .... 231,670 



Total number of white children 

enrolled .... 495,711 

Number of colored males enrolled 

in the schools .... 3,422 



214 SCHOOLS OF INDIANA. 

Amount brought forward 495,711 

Number of colored females enrolled 

in the schools .... 3,229 



Total number of colored chil- 
dren enrolled ... 6,651 

Total number of children en- 
rolled in the schools during 

the year ending September 

I, 1875 . . . . 502,362 

A careful inspection of the returns from several 
hundred school corporations shows that about 28 per 
cent of all children enumerated, and 15 per cent of all 
children enrolled, in the schools are over 15 years of 
age. Taking this with other quite reliable data, we 
construct the following interesting table : 

Number of children enumerated un- 
der 15 years of age ... ' 480,770 

Number enrolled in public schools 

under 15 years of age . . 427,008 

Number enrolled in private schools 

(estimated) .... 30,000 



Total number between 6 and 
15 receiving scholastic train- 
ing 457,008 

Number not in school last year 23,762 

Thus it appears that 95 per cent of our school pop- 
ulation between the ages of 6 and 15 received some 
scholastic training last year. 



THE PRESENT S YSTEM. 2 1 5 

III. Additions to the School Funds. 
I. Common School Fund. 

Amount of fund held by- 
counties in June, 1874 ;^2,4o8, 393 04 

Amount since added from 

fines by Clerks . . ^25,422 58 

Amount since added from 

fines by Justices . . 20,916 47 

Amount since added from 

other sources . . 3*675 72 



Total increase . . 50,014 ']'] 

Total amount held by coun- 
ties June, 1875 . . ^2,458,407 81 



2. Congressional Tozvnship School Fund. 

Amount held by counties, June, 1874 . ^2,295,778 66 
Amount since added, by sale of lands, 

etc 35*044 71 



Amount held by counties, June, 

1875 ;^2,33o,823 37 

Value of 11,567 acres of unsold lands 105,177 25 



Total Congressional Township 

School Fund .... ^2,436,000 62 
Increase in Congressional Township 

School Fund for the year . , ^^37,928 56 



2l6 SCHOOLS OF INDIANA. 



3. Summary of School Funds. 

Common School Fund held 

by counties June, 1875 . ;^2, 458,407 81 
Non-negotiable bonds . 3,904,783 21 

Total Common School 

Fund . . . 1^6,363, 191 02 

Congressional Township 
School Fund . . 2,436,000 62 



Grand total . . 1^8,799, 191 64 
Total amount held in June, 

1874 .... 8,711,248 31 

Increase for the year ;^87, 943 33 



IV. School Revenues. 

Amount derived from 
State tax for the year 
ending November i, 

1875 .... ^1,577.533 18 

Amount derived from in- 
terest on Common School 
Fund, held by counties, 
to November 15, 1875 192,271 52 

State's interest on non- 
negotiable bonds . . 234,287 00 

Amount derived from un- 
claimed fees, etc. , 3,200 85 



Total amount . . ;$2,oo7,292 55 



THE PRESENT SYSTEM. 21/ 

Amount brought forward ;^2,oo7,292 55 

Add amount of Congressional Town- 
ship School Revenue reported by- 
County Auditors .... 181,159 80 

Add amount of local tuition tax col- 
lected to November 15, 1875, (esti- 
mated) 768,528 92 

Add amount of proceeds of liquor licen- 
ses reported to this office to date . 202,365 00 



Total amount of Tuition Revenue 

to November 15, 1875 . . ^3,159,346 27 

This amount of tuition revenue is applicable to 
school purposes for the current school year ending 
June 30, 1876, and not for the year ending November 
15, 1875. 



Table Exhibiting the Growth 

of the system as to various particulars, during the past 
twenty years, by semi-decades. 



YEAR. 


Length of 
School in Days. 


Number of 
Teachers. 


Attendance at 
School. 


Total Avtount 
Paid Teachers. 


1855. 


61 


4,016 


206,994 


1^239,924 


i860. 


65 


7.649 


303,744 


481,020 


1865. 


66 


9.493 


402,812 


1,020,440 


1870. 


97 


11,826 


462,527 


1,810,866 


1875. 


(130. 


13,133 


502,362 


2,830,747 



(Ind. 19.) 



2l8 



SCHOOLS OF INDIANA. 



Miscellaneous Statistics. 



1875. 



School days in year 






130 


County Superintendents 






92 


City Systems 






® 


Town Systems 






/202! 


District Graded-Schools 






C^ 


Ungraded Schools . . 






^^0 


School Corporations . 






1,253 


School Officers 






1,845 


School-houses . . . . 






9,307 


Number of Teachers . 






13,133 


County Institutes 






91 


Attendance at same . 






11,103 


Number of Township Institutes 






4,080 


Houses erected during year 






382 


Enumeration of Children . 






. 667,7^6 


Enrollment in Schools 






502,362 


School Fund 




;^8,799,i9i 


Additions to Fund during year 




• ;^87,943 


Value of School Property . 






^10,870,338 



Revenue for the Year. 



From Liquor Licenses, etc. 
Interest on Fund 
State Tax 
Local Tax 

Total 



;^205,565 
607,718 

1,577,533 
2,650,623 

55,041,439 



THE PRESENT SYSTEM. 



219 





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220 



SCHOOLS OF INDIANA. 



Number and Value of School-Houses. 

Number and kind of school-houses, and valuation of 
school property in each year during the last decade. 



1866 
1867 
1868 
1869 
1870 
1871 
1872 
1873 
1874 
1875 



Stone. 


Brick. 


Frame. 


Log 


Total. 


78 


566 


6145 


1096 


8231 


71 


554 


6672 


1063 


8360 


74 


592 


9906 


831 


8403 


76 


('55 


7207 


723 


8661 


83 


725 


7436 


583 


8327 


85 


834 


7517 


513 


8949 


88 


877 


' 7568 


547 


9080 


87 


960 


7797 


458 


9302 


82 


1117 


7657 


279 


9129 


92 


1235 


7753 


227 


9307 



Total Valuation. 



M. 5 1 5. 734 00 
5,078,356 00 
5,828,501 00 
6,577.258 2,^ 
7,282,639 30 

7,381,839 73 
9,199,480 00 

9,404,039 70 
10,373,692 58 
10,870,338 18 



School-Houses Erected. 

The statement of the number and cost of school- 
houses erected during;- the last decade is as follows: 



Year. 


Number. 


Cost. 


Average 
Cost. 


1866 . 


346 


No report. 




1867 








364 


No report. 




1868 








424 


^587,563 49 


^1385 


1869 








405 


556,607 GO 


1374 


1870 








498 


653,189 22 


I3II 


I87I 








415 


609,105 6y 


1467 


1872 








393 


561,813 55 


1429 


1873 








465 


872,900 73 


1877 


1874 








499 


875,515 33 


1754 


1875 








382 


649,145 14 


1699 




THE PRESENT SYSTEM. 221 



Tabular View of System. 

Officers. 

Superintendent Public Instruction. 
State Board of Education. 
County Superintendents. 
City and Town Trustees. 
Township Trustees. 

Institutions General. 

Ungraded Schools, "^ "' . 
District Graded Schools, v 
Town and City Schools. 

University System. 

State University, Bloomington 

Normal School, Terre Haute. 

Purdue University, (Industrial) Lafayette. 

Institutions Charitable. 

School for the Blind, Indianapolis. 
School for Deaf Mutes, Indianapolis. 
Soldiers' Orphans' Home, Knightstown. 

Institutions Reformatory. 

Boys' Reformatory, Plainfield. 
Girls' Reformatory, Indianapolis. 

Institutions Special. 

County and Township Institutes, Compulsory. 
State Teachers' Association, Voluntary. 



School Age, between 6 and 21. 
Attendance, voluntary. 



222 



SCHOOLS OF INDIANA. 



STATISTICS RELATING TO 



NAME OF INSTITUTION. 


LOCATION. 


■5 

c 
i2 .2 

u 

« 

> 


St. Meinard, College and Seminary 


St. Meinard 


I86I 


Smithson College 


Logansport 


1872 


Concordia College 


Ft. Wayne 


1839 


Ft. Wayne College 


Ft. Wayne 


1846 


Spiceland Academy 


Spiceland 


1872 


Earlham College 


Richmond 


1859 


Friends Academy 


Richmond 


1869 


Collegiate Institute 


La Grange 


1839 


Indiana State University 


Bloomington 


1824 


Hanover College 


Hanover 


1828 


Union Christian College 


Merom 


1859 


St. Michael's Academy 


Plymouth 


1870 


Collegiate Institute 


Battle Ground 


1857 


Collegiate Institute 


Stockwell 


i860 


Seminary 


Green Hill 


1869 


Male and Female College 


Bedford 


I87I 


Moravian Female Seminary 


Hope 


1868 


Hartsville University 


Hartsville 


1859 


St. Bonaventure's College 


Terre Haute 


1872 


St. Joseph's Academy 


Terre Haute 


1872 


Commercial College 


Terre Haute 


1862 


Oxford Academy 


Oxford 


IS66 


Moore's Hill College 


Moore's Hill 


1854 


Aged Poor's Home 


Indianapolis 


1873 


Bloomingdale Academy 


Bloomingdale 


1846 


Green Hill Academy 


Columbia City 


1873 


Franklin College 


Franklin 


1844 


Wabash College 


Crawfordsville 


1833 


Indiana Asbury University 


Greencastle 


1837 


Female College 


Greencastle 


1870 


Vincennes Unive<sity 


Vincennes 


1838 


De Pauw College 


New Albany 


1845 


N. W. C. University 


Indianapolis 


1852 


University of Notre Dame 


Notre Dame 


1842 


St. Mary's Academy 


Notre Dame 


1855 


St. Joseph's Academy 


South Bend 


1865 


Totals 


36 





THE PRESENT SYSTEM. 



223 



HIGHER INSTITUTIONS, 1874. 









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s 


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6 


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500 


$12,500 


$101,000 




252 




5000 




150,250 


10 


112 




500 




80,250 


6 


445 


31 


2000 


3,000 


13,300 


II 


233 


76 


3700 


57,000 


157,500 


6 


130 


12 






25,250 


4 


149 






10,000 


7,000 


26 


392 


987 


8000 


110,000 


190,000 


II 


124 


404 


70CXD 


130,000 


145,000 


3 


156 


II 




100,000 


800 


5 










12,000 


4 


240 


II 


1500 


25,000 


41,200 


6 


239 


20 


100 




20,500 


2 


68 






12,000 


12,000 


5 


"5 




30 


15,000 


2,000 


8 


64 


29 


500 




31,000 


7 




32 






12,000 


7 


155 
135 




600 




31,500 


4 


300 








4,000 


5 


241 








7,07s 


5 


164 


79 


400 


18,000 


31,000 


7 


33 




50 






4 


157 




1000 




11,300 


2 


61 








1,500 


4 


50 


38 


1000 


50,000 


40,000 


II 


217 


273 


1300 


160,000 


172,500 


8 


458 


500 


8000 


165,000 


203,300 


6 


130 








20,000 


3 


65 


4 


400 


41,500 


8,100 


7 


92 


91 


1000 




51,500 


II 


153 


123 


1500 


250,000 


303,500 


38 


503 


100 


1000 




221,000 


40 


266 


13 


7000 




195,000 


9 


160 


2 


700 




45,500 


291 


6236 


2836 


52780 


$1,159,000 


12,347,825 



INDEX, 



(225) 



INDEX. 



( The tiiimbos refer to pages.) 



Abbott, Rev. R. B., 66. 

Achilles, F. W., 154. 

Adams, J. G., no. 

Advocate, Common School, 128. 

Albertson, Edward, 58. 

Alexander, Thomas, 135. 

Allen, A. P., 121. 

Allen, Robert, 58. 

Anderson, Fidelia, 183. 

Andrus, Reuben, sketch of, 82 ; at 
Asbury Univ., 147, 149. 

Angela, Mother Superior, 157. 

Annotator, The Western, 65. 

Archibald, Rev. George D., 143. 

Asbury University, library of, 
125; sketch of, 146-149; 
statistics of, 222, 223. 

Association, State Teachers, or- 
ganized, 45 ; appoints Insti- 
tute Committees, 121 ; Jour- 
nal established, 128. 

Associations, Teachers', 1x7-130; 
County, 117; State, 118; Col- 
legiate, 119. 

Asylum for colored children, 169. 



Attendance, School, 213, 214. 
Atwater, Rev. Amzi, 140. 

Auchinbaugh, , 57. 

Ault, Lee, 113. 

Badollet, John, 35. 
Bailey, Silas, sketch of, S;^ ; 159. 
Baldwin, Hon. D. P., 161. 
Baldwin, Elihu W., sketch of, 78; 

at Wabash College, 144, 145. 
Ballantine, Rev. Elisha, 140. 
Bank Tax Fund, 38, 198. 
Banks, Albert, 13. 
Barbour, Anna, 182. 
Barnes, Mrs., 183. 
Barnes, Charles, 119. 
Barnet, M. A., 114. 
Bassett, Daniel A., 146. 
Bedford, college at, 222, 223. 
Beech Grove Seminary, 55. 
Beecher, Henry Ward, 117. 
Bell, William A., his life, 102; 

119; holds Institute, 122; 

purchases Journal, 129. 
Benevolent Institutions, 165-176. 
(227) 



228 



INDEX. 



Benevolent Society, Indianapolis, 

167. 
Benton, Allen R., sketch of, 84; 

119. 
Benton, Mrs. Walter, 14. 
Berry, L. W., sketch of, 81 ; at 

Asbury University, 147. 
Bible in schools, 212. 
Binford, John, 114. 
Bishop, Ebenezer, 117. 
Black vs. Greencastle Tp. et al., 44. 
Black, S. W., 143. 
Blackwood, J., 63. 
Blakeman, D. D., sketch of, no. 
Blind, Institute for the, iii, 112, 

171. 

Bloomingdale Academy, 222, 223. 
Bloomington, University at, 47, 

56 ; aids University, 138. 
Bloss, John M., sketch of, 97. 
Blythe, James, 141, 142. 
Board of Education, county, 48 ; 

State, its officers, 48 ; State, 

powers of, 49 ; county, 206. 

Boggs, , 57. 

Boles, W. A., sketch of, 109. 

Booth, Newton, 58. 

Bowen, Silas T., 59. 

Bowman, Bishop Thomas, sketch 

of, 81 ; 90; 147. 
Bowyer, Leora E., 160. 
Bradley, Henry, 159. 
Breckinridge, Dr. R, J., 118. 
Brenton, Rev. Samuel, 84. 
Brewington, Rev. R. F., his life, 

113- 
Bright, John H., 143. 
Brown, Eli F., 155. 
Brown, George P., sketch of, 97; 

119; edits Journal, 129; 

edits Educationist, 130. 



Brown, H, B., 113. 
Brown, J. S., 112. 
Brown, Ryland T., sketch of, 89; 
119. 

Bruce, Mary, 182. 

Burgess, Otis A., sketch of, 85; 

154- 
Burnside, Gen. A. E., 55. 
Butler, E. H. 114, 
Butler, Ovid, 153. 
Butler, Scot, 154. 
Butler, Stephen, 55. 

Caldwell, J. W., 114. 

Campbell, John L., 58; life of, 
80. 

Carraban, Rev. J. A., 143, 144. 

Carrington, Col. H. B., 146. 

Cass County Seminary, 60. 

Caswell, Daniel S., 35. 

Cavens, Samuel R., sketch of, 64. 

Chamberlain, Jane, 128. 

Chandler, Rev. Geo. C, 159. 

Chapman, Rev. R. M., 136. 

Charles, Thomas, sketch of, loo. 

Charlestown, first school at, 54. 

Charlton, A. J, 114. 

Chase, Geo. A., 118, 128. 

Chase, R. A., 114. 

Chauncey, aids Purdue Univer- 
sity, 155- 

Churchman, Wm. H., sketch of, 
III, 112. 

City Libraries, 124. 

City Trustees, how appointed, 49 ; 
duties of, 204, 205. 

Civil Trustees, 205; power of, to 
levy tax, 208. 

Cole, E. P., his life, 70; 119, 128. 

College Libraries, 125. 

Colleges, 133-162. 



INDEX. 



229 



Collegiate Associations, 119, 120. 
Colored children, provision for, 
47 ; asylum for, 169 ; school 
tax for, 210, 211 ; schools 
for, 211; number of, 212; 
213, 214. 
Colovin, Rev. P. J., 157. 
Commissioner, School, 49. 
Common School Advocate, 128. 
Community school at New Har- 
mony, 62. 
Concordia College, 222, 223. 
Congressional Township Fund, 
source of, 31, 32; 38; 198; 
amount of, 207 ; distribution 
of, 208; additions to, 215. 
Conn, C. J., 120. 
Connersville, 65. 

Constitution, first State, t^T) ; edu- 
cation under the new, 197-199. 
Contingent Fund, 41. 
Cooper, Henry, 57. 
Cooper, John, life of, 107, 108. 
Coulter, John M., 143. 
County, Examiners, first chosen, 
12; Seminaries, 27; Boards 
of Education, 48 ; Seminary 
in Allen County, 57 ; Asso- 
ciations, 117; Examiners, 
duties of, 122; Institutes, 
204; Board of Education, 
duties of, 206; Institutes, 
sessions of, funds for, 210; 
Institutes, number of, 1875, 
218. 
County School Commissioner, 41, 

203. 
County Superintendent, office cre- 
ated, 48 ; how appointed, 49 ; 
duties of, 203, 204, 210; 
number of, 1875, 218. 



Cox, Mrs. S., 183. 

Cox, Sanford C, sketch of, 60. 

Cox, Sheridan, life of, 106. 

Cravens, Hervey, 55 ; at Smith- 
son College, 160. 

Cropsey, Nebraska, 182. 

Crowe, John Finley, sketch of, 
75; at Hanover, 141, 143. 

Curry, Daniel, sketch of, 81 ; at 
Asbury University, 147. 

Curry, W. W., 160. 

Daily, Wm. M., sketch of, 71 ; 
118, 119; at State Univ., 

137- 

D'Arasmont, , 62. 

Daumont, Ebenezer, 59. 

Davis, Clarkson, 113, 161. 

Deaf and Dumb, School, 112; 

Institute, 170. 
DeMotte, John B., 149. 
DePauw Female College, sketch 

of, 161 ; statistics of, 222, 

223. 
DePauw, Washington, 58, 161. 
Dewey, William, 58. 
Dimon, Lydia, 183. 
Donelan, E., 55. 
Douglass, A. J., 114. 
Drake, Kittie, 182. 
Driggs, Rhoda, 183. 
Dumont, Julia L., life of, 54. 
Dunn, Judge Williamson, sketch 

of, 64; 143. 

Earlham College, 56; library of, 
125; sketch of, 150, 151; 
statistics of, 222, 223. 

Earp, Rev. John E., 149. 

Economy High School, 100. 

Education, Co. Board of, created. 



230 



INDEX. 



48; State Board of, 48, 
powers, 49, duties of, 202; 
Co. Board of, how consti- 
tuted, 206. 

Educationist of 1852, 128; of 
1873, 129. 

Edwards, Rev. Jonathan, 142, 

Elkhart, Institute at, 121. 

Ellis, Rev. John M., 143, 144. 

Errett, Isaac, 154. 

Evans, Mrs, 62. 

Evansville, library of, 124. 

Examiners, County, first chosen, 
12 ; their duties, 122. 

Farmer, John D., 57. 

Fauntleroy, Mrs., 63. 

Fayette County, Haughton's 
school in, 55. 

Ferris, Jas. S., life of, 66; 108. 

Fletcher, Hon. Miles J., 92. 

Ford, Eliza F., 183. 

Ford, H. A., 130. 

Fowler, S. B., 183. 

Franklin College, library of, 125; 
sketch of, 158-160; statistics 
of, 222, 223. 

Friendless, Women, Home for, 
169 ; colored children, asylum 
for, 169. 

Friends School, at Richmond, 56 ; 
statistics of, 222, 223. 

Ft. Wayne, Early Teachers in, 
57; and Concordia colleges, 
statistics of, 222, 223. 

Fuller, C. D., 183. 

Fund, Bank Tax, 38, 198; Sink- 
ing, 39 ; Congressional Town- 
ship, 38, 198, 207, 208 ; Sur- 
plus Revenue, 39, 198 ; Sa- 
line, 40, 198; Swamp Land, 



40, 198; Seminary, 40, 198; 
Contingent, 41 ; School, 9, 
12, 34, 37-42, 198, 199, 
classification of, 206, 207, 
additions to, 215, summary 
of, 216, amount of in 1875, 
218. 

Funk, J. P., 114. 

Funnelle, Amanda P., 182. 

Funnelle, Lena, 182. 

Gardner, Jonathan, 55. 
Garritt, Rev. Joshua B., 143. 
Gass, H. R,, 136. 
Geddes, Rev. W. N., 143. 
German in schools, provision for, 

211. 
Gibson County, Montgomery's 

school in, 56 ; Seminary, 64 ; 

University lands in, 134, 137. 
Gibson, John, 134. 
Gillett, Rev. Samuel T., 84. 
Gilliland, John, 144. 
Gordon, John, 58. 
Gow, Alexander M., life of, 104; 

119. 
Graded-Schools, 43, 44. 
Graham, David, sketch of, 109. 
Graham, A. H., 114. 
Greencastle, Asbury University at, 

146, 222, 223 ; Female Col- 
lege, 222, 223. 
Greencastle Tp., et al. vs. Black, 

44. 
Greene, Emma A., 183. 
Green Hill, Seminary at, 222, 223 ; 

Academy, 222, 223. 
Greer, Rev. James, 57. 
Gregg, Thos. D., 59. 

Hadley, Mrs. Hannah, 55. 



INDEX. 



231 



Hall, Baynard R., sketch of, 56, 

57; 63, 137. 
Hall, E. A., 161. 
Hall, James R., 113. 
Hamilton, Rev. E. J., 143. 
Hanover College, 65 ; its founder, 

75 ; library of, 125 ; sketch 

of, 141-143 ; statistics of, 

222, 223. 
Harding, Samuel, 159. 
Hargrave, Judge, 121. 
Harney, John H., 137. 
Harney, Selba, 67. 
Harrison, Thomas, sketch of, 84. 
Harrison, Wm. Henry, 134. 
Hart, David, 35. 
Hartsville University, sketch of, 

162; statistics of, 222, 223. 
Harvey, C. W., 113. 
Haughton, Wm., sketch of, 55, 

56. 
Haworth, Hon. R. M., 55. 
Heckman, Rev. Geo. C, sketch 

of, 78; 143. 
Hedges, John P., 57. 
Heminway, Rev. F. M., 84. 
Hendricks, Hon. Thos. A., 99. 
Henkle, Hon. W. D., 128. 
Herron, David G., 155. 
Hester, F. A., 162. 
Hester, Rev. Geo. K., 54. 
Heustis, A. C, 57, 84. 
Hobbs, Barnabas C., his first 

school, 26 ; at Salem, 58 ; 

his life, 94 ; 119 ; at Earlham 

College, 150. 
Holcomb, Mrs. I. G., 183. 
Holland, Elizabeth, 160. 
Hollenbeck, C. E., 154. 
HoUiday, Rev. Wm. A., 59. 
Hollingsworth, Thomas, 55. 



Holman, Jesse, 159. 

Holmes, Thomas, his life, 86 ; 

158. 
Holmes, Mrs. Thos., 87. 
Home, The Orphans, 168 ; for 

friendless women, 169 ; Indi- 
ana soldiers, 174. 
Hoover, Jesse, 57. 
Hopewell Academy, 70. 
Hopkins, Hon. A. C, 96. 
Hopkins, John O., 154. 
Hopkins, Hon. Milton B., 95. 
Hornbrook, Thos., sketch of, 64. 
Hoshour, Hon. Saml. K., his life, 

92; 154. 
Hospital, Indianapolis City, 166; 

for Insane, 172. 
Hoss, Hon. Geo. W., life of, 93; 

119; issues a call, 120; State 

Supt., 123; edits Journal, 

129; at State University, 

140. 
Hough, Daniel, career of, 100, 

loi. 
Hougham, John S., 155. 
Houghton, Walter R., 140. 
House of Refuge, Indiana, 170. 
Hovey, Rev. E. O., 143-146. 
Hoyt, B. F., 119, 128. 
Hubbell, Miss, 57. 
Huff, Abigail, 57. 
Hufford, George W., 113. 
Hufford, Mrs. George, 183. 
Humphrey, E. W., 157. 
Hunt, Mrs., 183. 
Hunter, D. Eckley, sketch of, 

loi; 119; holds Institute, 

121. 
Hunter, Rev. Hiram A., sketch 

of, 59, 60 ; 67. 
Hussey, John, 155. 



232 



INDEX. 



Illiteracy, extent of, 212, 213. 

Indiana, House of Refuge, 170; 
Institute for the Deaf and 
Dumb, 170; Institute for the 
Blind, III, 112, 171; Hos- 
pital for the Insane, 172; 
Soldiers' Home, 174; Female 
Prison and Reformatory, 175. 

Indiana College, organized, 56, 

57; 71- 

Indiana School Journal, founded, 
45; 103, 128. 

Indiana Teacher, 129. 

Indiana University, 47, 56, 63 ; 
library of, 125 ; Normal de- 
partment of, 127; appropria- 
tion for, 135 ; sketch of, 137- 
141 ; statistics of, 222, 223. 

Indianapolis, first School Supt., 
59 ; Teachers' Convention at, 
in 1854, 118; Library of, 
124; Medical School at, 139; 
University at, 152; City Hos- 
pital of, 166; Benevolent So- 
ciety, 167; Reformatory and 
Benevolent institutions in, 
165-176 ; Asylum for Colored 
Children, 169; school tax 
in, 209 ; Aged Poor's Home 
at, 222, 223. 

Infirmary, Marion County, 166. 

Insane, Indiana Hospital for, 172. 

Institute, for the Blind, iii, 112; 
V}\ ; Indiana, for the Deaf 
and Dumb, 1 70. 

Institute, Northern Ind. Teach- 
ers', organized, 120; name 
changed, 121. 

Institutes, Teachers', established, 
46 ; State Normal, organized, 
47 ; Township, provision for. 



48; Teachers', 120; good 
results of, 122; Tovi'nship, 
122, 123 ; State, 123 ; County 
and Township, 204 ; Town- 
ship, sessions of, 209 ; County, 
sessions of, funds for, 210, 
number of, 218. 
Instruction, Supt. of Public, 41, 

43. 46. 
Irvin, George A., 119. 
Irwin, John S., sketch of, 98. 

Jacobs, H. B., 113. 

Jay, Eli, 151. 

Jay, Mahalah, 151. 

Jay, William, 114. 

Jenners, Wm. M. vs. City of 

Lafayette, 44. 
John, Robt. Newman, his life, 

no; at Logansport, 160. 
Johnson, Emily, 183. 
Johnson, R. M., 121. 
Jones, Wm, A., 87, 99, 119; at 

Terre Haute, 127, 
Jordan, D. C, 154, 
Journal, Indiana School, 45, 70, 

128. 
Journals, Schools, 127-130. 
Judah, Samuel, 135. 
Justice, Priscy A., 161. 

Kemper, Jas. S., 59- 
Kendall, Frank, 183. 
Kercheval et al, vs. Black, 44. 
Kilburn, L. S., I2I. 
Killikelly, Rev. B. B., 135. 
Kimball, Nathan, 58. 
Kirkwood, Daniel, 74 ; at State 

University, 140. 
Knightstown, State Institute at, 

123; Soldiers' Home at, 174. 



INDEX. 



233 



Knox County, Seminary estab- 
lished, 135 ; lands for Vin- 
cennes University, 137. 

Ladies Society for the Relief of 
the poor, 168. 

Lafayette, city of, vs. Wm. M., 
Jenners, 44; Purdue Univer- 
sity at, 47; early teachers 
at, 57. 

Lagrange, County, first Institute 
in, 120; Collegiate Institute, 
222, 223. 

Lang, Benjamin, 59- 

LaPorte, Female Institute, 112; 
Institute at, 120. 

Larrabee, Hon. W. C, 90, 123. 

Lathrop, John H., 138. 

Lawrence, Rev. Byram, 63. 

Lee, G. W., 114. 

Lee, Wm., 161. 

Legislation, school, 31 ; territo- 
rial, 32 ; later, 41 ; tax in- 
creased, 47 ; Co. Supt. cre- 
ated, 48 ; in Gibson County, 

135- 

Lesueur, , 61. 

Liber College, 69. 

Libraries, township, 43 ; Working 
Men's, established, 6l; 117- 
130; provision for Township, 
123; City, 124; College, 125. 

Little Chief, 129. 

Logansport, Institute at, 121; 
Smithson College at, 160, 
statistics of, 222, 223. 

Lovejoy, S. M., 183. 

Luke, D. D., 113. 

Lyon, George, 67. 

Lyon, Miss M. E., 183. 

Maclntire, Thomas, 112, 
Ind. 20. 



Maclure, Wm., 60-62, 

Macpherson, J. C, 114. 

Mann, Miss, 57. 

Mann, Horace, 118. 

Mansfield, E. D., 94; addresses 
by, 117, 119. 

Manual Labor, schools, 61 ; Insti- 
tute, 159. 

Marion County, Institute in, 123; 
Infirmary, 166. 

Martin, Alexander, his life, 82 ; 
at Asbury University, 147, 

149. 
Martin, Rev. J. H., 107. 
Martin, Lizzie, 161. 
Martin, Wm. W., 35. 
Matthews, John, 141. 
May, Jas. G., 58, 65; address by, 

118; 119. 
McConnell, John, 144. 

McCoy, , 57. 

McCoy, Isaac, 64. 
McCulloch, Mrs. Hugh, 57. 
McGregory, Mary, 183. 
Mcjunkin, Alexander, 57. 
McKing, Hugh, 57. 
McKinney, John, 67. 
McLain, H. Z., 146. 
McMaster, Rev. E. D., 142. 
McNutt, Hon. Cyrus F., 141. 
McNutt, Rev. P., 149. 
McRae, Hamilton S., 106 ; holds 

Institute, 122 ; 124. 
McRae, Mrs. H. S., 107, 183. 
McTaggart, Alpheus, 151. 
Merom College, library of, 125; 
sketch of, 157, 158; statistics 
of, 222, 223. 
Merrill, Miss Catherine, 154. 
Merrill, J. T., 105. 
Merrill, Samuel, 59. 



234 



INDEX. 



Miller, E. S., 113. 

Mills, Hon. Caleb, 91 ; constitu- 
tion by, 118; 119; distributes 
books, 123 ; at Wabash Col- 
lege, 143-146. 

Mishawaka, Institute at, 120. 

Mixed Schools, 25. 

Model Schools, provision for, 123. 

Montgomery, T. B., 56. 

Moore, Joseph, 87; at Earlham 
College, 150, 151. 

Moore, Wm. A., 151. 

Moore's Hill College, sketch of, 
161, 162 ; statistics of, 222, 
223. 

Morality in schools, 17. 

Moravian Female Seminary, 222, 
223. 

Morgan, Lewis, 159. 

Morgan, Wm. B., 155. 

Morris, Ruth, 182. 

Morrison, John I., sketch of, 27; 
57, 58; 65; 67. 

Morrison, Robt., 124. 

Moss, Lemuel, 72, 99 ; at State 
University, 138, 140. 

Mowry, D., 114. 

Muncie, library of, 124. 

Neef, F. J. N., 61-63. 

New Albany, convention at, in 

1867, 120; DePauw Female 

College in, 161, 222, 223. 
New Harmony, Manual Labor 

School at, 61 ; Pestalozzian 

School at, 62. 
Newland, Elijah, 58. 
Newport High School, 100. 
Nicholson, Mary, 183. 
Niesz, B. F., in. 
Nixon, O. W., 55. 



Noble, Hon. Noah, 118. 

Noel, Smallwood, 57. 

Normal Institute, State, organ- 
ized, 47. 

Normal Schools, first discussion 
about, 46 ; first one estab- 
lished, 47; fund for, 124; 
history of, 125-127; the idea 
of the, 187-193. 

Northern Indiana Teacher, 130. 

Northern Indiana Teachers' Insti- 
tute, first session, 120; name 
changed, 121. 

North-west Territory, ceded, 26 ; 
its extent, 31. 

North-western Christian Univer- 
sity, library of, 125; sketch 
of, 1 51-154; statistics of, 
222, 223. 

North-western Theological Semi- 
nary, 141. 

Notre Dame University, library 
of, 125; sketch of, 156; stat- 
istics of, 222, 223. 

Nutt, Cyrus, 72, 84, 119; at New 
Albany, 1 20; at State Univer- 
sity, 138; at Asbury Univer- 
sity, 147. 

Nutting, Harvey, 65, 66. 

Olcott, John M., 103; holds In- 
stitute, 123 ; 126. 

Ontario, first Institute held at, 
120. 

Oren, Sarah Allen, 89 ; at Purdue 
University, 156; 183. 

Orphans Home, 168. 

Owen, David Dale, 74 ; geologi- 
cal cabinet of, 139. 

Owen, Richard, 63, 74; at State 
University, 140. 



INDEX. 



235 



Owen, Robt. Dale, 62. 
Oxford Academy, 222, 223. 

Page, D. P., 59. 

Parke, Benjamin, 35. 

Patch, Rufus, 68 ; holds the first 
Institute, 120; elected presi- 
dent, 121 ; edits Journal, 128. 

Payne, I. N., 114. 

Peakes, Emilie \V., 161. 

Pearson, Calvin W., 151. 

Pering, Cornelius, 67. 

Pestalozzian System, 56 ; at New 
Harmony, 61 ; 62, 63. 

Phelps, O., 129. 

Phiquepal, William, 62. 

Piety, Miss Ray, 136. 

Pike County,Montgomery's school 
in, 56. 

Pinkham, William, 114. 

Pioneer Teachers, 13-17 ; their 
religion, 17; their school 
government, 19 ; 53-70. 

Poe, James M., 117. 

Porter, Judge Wm. A., 63. 

Post, Mrs. L. H., 67. 

Post, Rev. Martin M., 67. 

Potts, Mr. and Mrs, 57. 

Prison and Reformatory, Female, 

175- 

Prugh, Lewis, 89 ; at Vincennes, 
136. 

Pruner, Rev. W. J., 162. 

Public lands, donation of, 31 ; 
lease of, T)!) j reserved for 
Seminaries, 134 ; in Knox 
Co., 137 ; for State Univer- 
sity, 138. 

Purdue, John, 155. 

Purdue University, 47 ; sketch of, 
154-156. 



Quincy College, 82. 

Read, Daniel, 73. 

Reformatory, Female Prison and,. 

175. 

Reformatory Institutions, 165- 
176. 

Refuge, House of, 170. 

Reid, Miss Mary, 183. 

Reid, Samuel, 58. 

Relief of the Poor, Ladies Society 
for the, 168. 

Religion of the pioneers, 17, 18. 

Requa, James, 57. 

Revenues, school, 207-209; special 
school, 208, summary of, 2tt6 > 
for 1875, 218; sources of tu- 
ition, 219. 

Rhodes, Hon. B. E., 126, 141. 

Richmond, Vaile's school at, 68 ; 
library of, 124; college at, 
150; Earlham College at, 
Friend's Academy at, 222, 
223. 

Ridpath, John Clark, 149. 

Rippitoe, J. L., 114. 

Rivet, M., 53. 

Robinson, Hezekiah, 144. 

Robinson, Rev. J. B., 84. 

Robinson, Reuben D., 84. 

Rodman, Thos. J., 58. 

Rogers, Lewis L., 149. 

Round, Rev. G. M., 84. 

Rowley, Erastus, 161. 

Rugg, Hon. Saml. L., 92. 

Ryors, Alfred, 137. 

Safford, J. P., 59. 

Salem, academy at, 27 ; Morri- 
son's school at, 57; Female 
Institute, 58. 



236 



INDEX. 



Saline Fund, 40, 198. 

Say, Thomas, 61. 

School buildings, the pioneer, 10, 
" ; 36; 44; 47; 199; repairs 
of, etc., 208; number of, 
1875, 218; value of, number 
erected, 220. 

School Commissioner, how elected, 
49- 

School days, early, 9-28. 

School Fund, amount of, 9 ; ap- 
propriation for, 12; misman- 
agement of, 34 ; origin of, 37- 
41 ; tax for, 42 ; 198, 199 ; 
classification of, 206, 207 ; 
additions to, 215; summary 
of, 216. 

School Journals, 127-130. 
School Law, of 1824, 11, 36; of 

1865, 45. 
School Legislation, 31-49; law 
of 1865-1867, of 1869, for 
colored children, 47 ; decis- 
ion of supreme court, 1854, 

135- 
School revenues, sources of, 207. 
School sections, superintendents 

of, 35. 

School tax, State, local tuition, 
local special, special bond, 
209; township, 209. 

Schools, their organization, 11 ; 
morality in, 17; loud, 20; 
early methods of instruction, 
20-25 j early amusements in, 
25 ; mixed, 25 ; constitutional 
provision, 33, 42 ; obstacles 
to, 34 ; township, 34, 42 ; 
libraries for, 43 ; normal, 
early discussion of, 46 ; sub- 
scription, 56; women in the, 



179-183 ; the idea of normal, 
187-193 ; the present system, 
197-222; free, provided for, 
198; revenues of the, 207, 
215; special revenue for, 
208; colored, 211 ; studies in, 
211; German in, 211; Bible 
in, 212 ; attendance in, 213, 
214. 

Scott, Rev, Sam'l. T., 135, 

Scovel, Rev. Sylvester, 76 ; at 
Hanover, 142. 

Searle, Thos. C, 35. 

Seminaries, county, 27 ; State, 
first teacher in, 56. 

Seminary Fund, 40, 198. 

Sharpe, Ebenezer, 58, 59. 

Shaw, Rev. Henry M., 135. 

Shortridge, A. C, 88, 97, 119; 
edits Journal, 129; edits Ed- 
ucationist, 130; at Purdue 
Univ., 155, 156. 

Shute, , 60. 

Simmons, Ezekiel, 57. 

Simpson, Bishop Matthew, 81 ; at 
Asbury University, 147. 

Sinking Fund, 39. 

Smart, Hon. James H., his life, 

96, 97; 99; 119- 

Smith, Oliver H., 108. 

Smith, Rev. T. C, 158. 

Smithson, Joshua, 160. 

Smithson College, sketch of, 160 ; 
statistics of, 222, 223. 

Sneethan, Abraham, 157. 

Snoke, A. J., 113. 

Soldiers' Home, 174. 

Soren, Rev. E., 156. 

South Bend, Institute at, I2I ; 
university at, 156; St. Jo- 
seph's Academy at, 222, 223. 



INDEX. 



237 



Special School Revenue, 208. 

Spiceland Academy, sketch of, 
161 ; statistics of, 222, 223. 

State Associations, 118. 

State Board of Education, pro- 
vision for, 43 ; its officers, 48 ; 
powers of, 49 ; duties of, 202. 

State Institutes, 123. 

State Normal School, 87. 

State Teachers' Association, or- 
ganized, 45 ; 118. 

State University, 27, 34, 47, 56, 
63; library of, 125; normal 
department of, 127; appro- 
priation for, 135 ; sketch of, 
137-141 ; statistics of, 222, 
223. 

Statistical tables, 212-222. 

St. Bonaventure's College, 222, 
223. 

Steere, Deborah A., 151. 

Stevens, Rev. W, W., 57. 

St. Joseph's Academy, South 
Bend, 222, 223. 

St. Joseph's Academy, Terra 
Haute, 222, 223. 

St. Mary's Academy, sketch of, 
157 ; statistics of, 222, 223. 

St. Meinard College, 222, 223. 

St. Michael's Academy, 222, 223. 

Stockwell Collegiate Institute, 
222, 223. 

Stone, George B., 59, 128. 

Stone, Mrs. N. A., 183. 

Stott, W. T., his life, 83; 159. 

Stultz, P. P., 114. 

Sturgus, Minard, 58. 

Sturgus, Z. B., 58, 67. 

Sullivan County, Institute in, 
121 ; court, case of Judah, 
136; Merom College in, 157. 



Summerbell, Nicholas, his life, 
86; at Merom, 158. 

Superintendent, of Pub. Instruc- 
tion, 41, 43, 46, 49, 199, 201, 
202 ; County, office created, 
48, how appointed, 49, duties 
of, 203, 210. 

Superintendent of Pub. Instruc- 
tion, 41; election of, 43; 
favors Normal Schools, 46 ; 
how elected, 49 ; report of 
on Institutes, 122; recom- 
mendation by, 123; 199; du- 
ties of, 201, 202; 207; num- 
ber of county, 218. 

Surplus Revenue Fund, 39; 198. 

Supreme Court decision, of 1858, 
44, effects of, 59; 119; of 
1854, 135; case of Judah, 
136. 

Swamp Land Fund, 40, 198. 

Swan, Mary H., 182. 

Sweet, , 121. 

Swift, L. B., 114. 

Switzerland County, Institute in, 
122. 

Sykes, Mrs. Lydia, 57. 

Tables, statistical, 212-222. 

Talbott, J. J., 58. 

Talman, Joseph, 57. 

Tax, school, amount of, 209; 
state, local tuition, local 
special, special bond, 209 ; 
township, 209; Indianapolis, 
209 ; for colored children, 
210. 

Taylor, Edward, 161. 

Taylor, Rev. I. N., 69. 

Taylor, Mrs. R. W., 57. 

Teachers, pioneer, 13; 53; the 



238 



INDEX. 



first lady, 15 ; religion of 
early, 17 ; Institutes, 46, 120; 
Associations, 11 7-130; re- 
ports to trustees, 209 ; re- 
quirements of, 209 ; number 
of, in 1875, 218. 

Tefft, Dr. , 90- 

Terre Haute, Normal School at, 
47, library of, 125 ; donation 
for Normal School, 126 ; 
Commercial College at, St. 
Joseph's Academy at, St. 
Bonaventure's College at, 
222, 223. 

Territorial Legislation, 32. 

Test, Julia, 182. 

Text-books, uniformity of, 25. 

Thomas, Rev. Thos. E., his life, 
76-78 ; at Hanover, 142. 

Thompson, Ellen F., 183. 

Thompson, Col. James, 140. 

Thompson, Rev. James, 143, I44_ 

Thompson, Rev. John S., 143, 
144. 

Thompson, May W., 183. 

Thomson, Henry R., 146. 

Thomson, Rev. S. H., 143. 

Thomson, S. S., 146. 

Thrasher, W. M., 154. 

Tingley, Joseph, 119, 149. 

Tippecanoe County, 155. 

Todd, John, 35. 

Township, schools, 34, 42, libra- 
ries for, 43, tax for, 44 ; trus- 
tees, 48 ; Institutes, organ- 
ized, 122, required by law, 
123 ; libraries, provision for, 
123; Institutes, 204; trus- 
tees, duties of, 205, 206 ; In- 
stitutes, sessions of, 209, 
number of, 1875, 218. 



Township Trustees, 10, 12; 
powers of, 42 ; duties of, 47, 

48 ; how elected, 49 ; duties 
of, 205, 206 ; power of, to 
levy tax, 20S ; power of, to 
transfer, 210. 

Town Trustees, how appointed, 

49 ; duties of, 204. 
Trisler, J. R., 114. 
Troost, Dr., 61. 
Trueblood, Wm. N., 151. 
Trusler, Col. Nelson, 55. 
Trustees, Township, 10, 12, 42, 

powers and duties of, 47, 48, 
how elected, 49 ; City and 
Town, how appointed, 49, 
duties of, 204; Township, 
duties of, 205, 206, 208 ; 
Civil, 205, powers of, 208 ; 
teachers' reports to, 209 ; 
Township, power of transfer, 
210. 

Tucker, Rev. Ebenezer, 68. 

Turner, Mrs. Jno. B., 67. 

Tuttle, Joseph F., 79, 119; at 
Wabash College, 145, 146, 

Uniformity of Text-books, 25. 
Union Christian College, sketch 

of, 157, 158; statistics of, 

222, 223. 
Union County, Haughton's school 

i», 55- 
University, Vincennes, incorpo- 
rated, 32 ; State, 47, 56 ; Pur- 
due, 47 ; of Notre Dame, 
sketch of, 156, 157, statistics 
of, 222, 223. 

Vaile, Rawson, 68. 
Valentine, W. II., 114. 



INDEX. 



239 



Vanderburgh, Henry, 134. 
Van Nuys, Thomas C, 140. 
Vawter, A. J., 99 ; holds Insti- 
tute, 121. 
Vevay, Mrs. Dumont's school at, 

54- 

Vigo, Francis, 134. 

Vincennes, Rivet's school at, 53. 

Vincennes University, incorpora- 
ted, 32; sketch of, 134-137; 
vs. State University, 138; 
• statistics of, 222, 223. 

Wabash College, 65, 91 ; library 
of, 125; sketch of, 143-146; 
statistics of, 222, 223. 

Wallace, J. M., 114. 

Waltz, John K., 109. 

Warrick County, Montgomery's 
school in, 56. 

Warsaw, Institute at, 121. 

Wayland, H. L., 159. 

Wayne County, Associations in, 
117; first Institute in, 121. 

Wells, Mrs. D. B., 183. 

Wells, Mary, 128. 

Welsh, John, 35. 

West, H. F., 127. 

White children in schools, num- 
ber of, 212 ; 213. 



White, Charles, his life, 79 ; 145. 

White, Hon, E. E., 99; at Pur- 
due University, 156. 

White. Wm. C, 146. 

Whiteford, M. M., 146. 

Whitewater College, 88. 

Wilber, P. B., 90. 

Wiley, Harvey W., 155. 

Wiley, Philander, 149. 

Wiley, William H., 105, 119. 

Willard, William, 112. 

Williams, L. R., 113, 

Wilson, Rev. Joseph, 57. 

Wilson, Timothy, 114, 161. 

Wilson, Thos. J., 67. 

Wishard, Dr. M. M., 112. 

Women in the schools, 1 79-183. 

Working-men's libraries, estab- 
lished, 61. 

Wright, A. D., 121, 128. 

Wright, Fanny, 62. 

Wylie, Rev. Andrew, 70; address 
by, 118; at State University, 

137. 

Wylie, Rev. T. A., 137, 138, 140. 

Young, Hugh H., 143. 
Zeller, J. A., 1 13. 




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